“Science teachers’ perspectives of web-enhanced problem-based learning environment: A qualitative inquiry.” 23 April 2003. EBSCOHOST. The College of New Jersey Lib. 05 Feb. 2005. Problem-Based Learning.
The effects of mentor-supported technology professional development on middle school mathematics teachers’ attitudes and practices. Contemporary issues in technology and teacher education, 6(1). Walker, L.R., (2011). Phenomenological investigation of Elementary School Teachers who successfully Integrated Instructional Technology into the Curriculum. Journal of Educational Research and Practice, 1(1), 23-35.
Some research has been done but more is needed when it comes to meaningful professional development for teachers. Review of Literature The personal and constructivist conception of teacher education which underlines the growth of personality, the process of becoming a teacher, support of the profession and construction of pedagogical knowledge and skills for creating one’s own idea of teach... ... middle of paper ... ...(2008). Teacher-candidates' perceptions of schools as professional communities of inquiry: A mixed-methods investigation. The Professional Educator, 32(1), 16-34. Retrieved from Academic Search Complete database.
Revisiting the importance of the direct effects of school leadership on student achievement: The implications for school improvement policy. Peabody Journal of Education, 82(4), 724-736. Rettig, P. R. (2004). Beyond organizational tinkering: A new view of school reform. Educational Horizons, 82(4), 260-265.
Special educators advocate for changes in instructional practices for students with learning disabilities in math that reflect a more balanced approach to instruction (Bottge, Kwon, LaRoque, Rueda, & Serlin, 2007). Research has shown that strategies can improve student performance in the area of math (Maccini & Strickland, 2010). In 2000, the National Council of Teachers of Mathematics (NCTM) proclaimed that schools should help students become confident in their ability to tackle difficult MATH STRATEGIES FOR SPECIAL EDUCATION STUDENTS problems, eager to figure things out on thei... ... middle of paper ... ...109. Cormier, P., Carlson, J.S., & Das, J. P. (2008). Planning ability and cognitive performance: The compensatory effects of a dynamic assessment approach.
Forces within a school comprise students, teachers, administrators, non certified personnel, parents, district leaders, and community members. Student involvement in school improvement is critical to the process of change. Students will feel more a part of the school and will develop more ownership in improvement. Similarly, staff members who are informed of the rationale for change and given an opportunity to examine school data are better able to assist with effective decision-making during the goal setting process. Leadership that is effective in guiding an inclusive process of conducting a needs assessment, communicating issues and facilitating development of a strategic plan for reform is necessary for success.
Often times, these structures can be barriers to making effective instructional decision making. Professional learning communities were developed to help teachers and school leaders to dig deeply into instructional practices. It is a shift away from the “sit and get” teacher workshops, and a movement into deep learning, understanding, and practice of instructional strategies to improve instruction and student learning (Maag, 2009). Shifting to a school culture that is collaborative and promotes positive change allows teachers and administration to build a cohesive school
Unlike a summative assessment which measures student competency at the end of a unit, formative assessment is done daily. It informs both the student and the teacher "about student conceptions, misconceptions, skills and knowledge." (Heritage, Kim, Vendlinski, & Herman, 2009) Formative assessment works when you as a teacher reflect on your teaching style and methods. Good teachers possess flexibility. (Heritage, Kim, Vendlinski, & Herman, 2009) research addresses the ability to adapt your teaching style to better meet the needs of the students.
Wachira, P., & Keengwe, J. (2011). Technology integration Barriers: Urban school mathematics teachers perspectives. Journal of Science Education & Technology, 20(1), 17-25.
A meta-analysis of the effectiveness of teaching and learning with technology on student outcomes. North Central Regional Education Laboratory. Retrieved April 22, 2008, from http://www.ncrel.org/tech/effects2/waxman.pdf Bos, C. S., & Vaughn, S. (1994). Strategies for teaching students with learning and behavioral problems (3rd ed.). Boston, MA: Allyn and Bacon.