June 12, 2005
June 12, 2005
June 15, 2005
10.1397.1 - 10.1397.17
Using a Pre-Service Teacher Institute to Improve the Science and Mathematics Skills of Future Teachers
Drs. Renee Akbar, John Fulwiler, Rosalind Pijeaux Hale, William Jordan, and Ramona Travis
Xavier University of Louisiana/Louisiana Tech University/Stennis Space Center
Introduction Mathematics and scientific literacy are key requisites for producing students who are problem- solvers and creative thinkers. For the past decade, the American educational landscape has been characterized by sweeping reforms to produce such students. The reform movement has two objectives – set high standards for students and develop curricula to achieve those standards. These objectives have shifted the emphasis of mathematics and science content learning from memorization of facts and formulas to thinking about and understanding concepts and principles. This has become known as standards-based learning.
Consequently, standards-based learning has impacted how content is delivered, changing the roles of teachers and students alike. Teachers become the “guide on the side”, facilitating students’ investigations, research and discussions of possible solutions. Standards-based pedagogy, based on the theory of constructivism, helps students to construct knowledge by involving students in the learning process and not just providing them with information that is disconnected from their everyday lives. It’s the doing of mathematics and science that has become so important in helping students process the content to make learning meaningful and applicable to everyday life.
Despite providing children with more rigorous curricula, holding teachers to higher standards, and making schools accountable for achievement, the pace of improvement has been slow, especially for minority students. The impetus of the reform movement centered on decreasing, if not eliminating, the results of the disparities in curriculum, instruction, and expectations found in schools and classrooms that especially serve minority students (Oakes and Wells, 1998)1. Teacher quality in particular, has been found to be the biggest discrepancy. High poverty/high minority schools employ a disproportionate number of teachers who teach classes that are not in their field of certification or in which they did not minor (Ingersol, 1996)2 According to Linda Darling-Hammond:
“Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in
“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition” Copyright © 2005, United States Government as represented by the Administrator of the National Aeronautics and Space Administration. All Rights Reserved. This manuscript is a joint work of employees of the National Aeronautics and Space Administration and employees of Xavier University of Louisiana and Louisiana Tech University under Contract/Grant No. NNS04AB58A
Jordan, W., & Hale, R., & Akbar, R., & Travis, R., & Fulwiler, J. (2005, June), Using A Pre Service Teacher Institute To Improve The Science And Mathematics Skills Of Future Teachers Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14335
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