2013 Conference Proceedings - University of Nevada, Las Vegas

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THE IMPACT OF LONG-TERM PROFESSIONAL DEVELOPMENT ONTEACHER SELF-EFFICACY: A CASE STUDYEileen Durand FaulkenberryTexas A&M University-CommerceEileen.Faulkenberry@tamuc.eduMaribeth NottinghamSoutheastern Oklahoma State Universitymnottingham@se.eduThis study examined the impact of a two-year professional development on self-efficacy of ateacher participant and the effects it had on teacher practice and student outcomes. Theprofessional development was focused on instructional practices to enhance student learning;was based on national and state standards; and incorporated peer collaboration withclassroom observations and support. Qualitative assessments of the participants showedgrowth. This study includes an in-depth case study of one of the participants showcasing hersignificant growth in confidence and improvements in her instructional practices.Effective professional development builds on teacher’s prior knowledge and engages theteachers in learning that connects to their personal jobs, sense of community/collaborations andsustains long-term instructions (Hunzicker, 2010; Buczynski & Hansen, 2010). When theeducator is able to incorporate the training into practice, making connections and givenopportunities to take this training experience back into the classroom, then the professionaldevelopment translates itself into something useful, memorable and becomes effectiveteaching. Authentic and supported development must be “job-embedded” and connected to thedaily routine of the teacher (Hunzicker, 2010). This form of professional development allowsthe teacher to take risks, try new learning methods and strategies, and learn how to analyzetheir teaching style and student outcomes for effective lessons.Self-Efficacy is dependent upon a teacher having a good working content knowledge, anunderstanding of how students learn, and good motivational, reflective skills and methods(Bandura, 1993). Researchers Cantrell and Hughes (2008), in their study, Teacher Efficacy andContent Literacy implementation: An Exploration of the Effects of Extended ProfessionalDevelopment with Coaching, found professional development may promote increasedimplementation and efficacy.The purpose of this project was to provide a two-year professional development througha Math and Science Teacher Academy (MASTA) grant project. The professional developmentfeatures the critical components detailed by Desimone (2009). It is a long-term, supportedprofessional development that is focused on content in mathematics and science, includesProceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 109
active learning and collective participation using collaborative learning, and supports thegrowth in teacher participants’ knowledge and beliefs. The project consisted of two-weeksummer institutes that focused on intensive content and pedagogical content knowledge(Shulman, 1986; Hill, Ball, Schilling, 2008). We then met twice monthly, once face-to-faceat the university and once online. In the face-to-face sessions, we presented math and sciencecontent using strategies to promote student learning, modeling classroom practices for theparticipants to take back to their classrooms. The online meetings focused on the judicial useof technology and best practices for incorporating technology to support learning. Thisprofessional development for mathematics and science teachers provided inquiry-basedmethods including Japanese Lesson Study, Problem-Based Learning, and Action Research.Research based instructional practices were modeled with the intent of teachers incorporatingthese strategies into their classrooms. The professional development also focused on thejudicious use of technology in the classroom to enhance student learning. Data collected forthe professional development project allows the researchers to explore the effects of a longtermprofessional development with focused math and science instruction on teacherperceptions, classroom practices, and student learning.Inquiry-based learning methods were chosen as the basis for the professionaldevelopment for their student driven strategies, higher thinking objectives and constructivistteaching philosophies (Curcio, 2002). Inquiry-based learning is a student driven methodincorporating collaboration, critical thinking, and instructionally focused teaching/learningmethodology connecting prior leaning with present learning. Inquiry-based learning is aprocess of answering questions through learning, not only using acquired knowledge incontent areas, but using prior knowledge to make connections.Data collected throughout this project included classroom observations, interviews,surveys, and classroom level student achievement reports. In order to measure changes inteacher self-efficacy, the Teacher Self-Efficacy Scale (Woolfolk and Hoy, 1998) was used.The scale consists of forty-three items across three subscales in Likert format. The Likertscale was designed to measure opinions and attitudes on a scale scoring from “strongly agree”to “strongly disagree,” each being given a number score with values from one to nine, withnine representing “strongly agree.” Mean scores were used to determine high and low areasof teacher attitudes and beliefs with regard to their knowledge of content and pedagogy. ThisProceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 110
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….where the Mathematicscomes swee
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THANK YOU TO OUR REVIEWERSKeith Ado
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Table of ContentsPreservice Teacher
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Support for Students Learning Mathe
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own problem solving, which is criti
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to get started and persistence. Tea
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Posamentier, A. S., Smith, B. S., &
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conceptual understanding, applicati
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Table 1Identified Mathematical Prac
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justify their statements, included
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Finally, engagement in MP.6 was ass
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PRESERVICE TEACHERS’ EMOTIONAL EN
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“experiences that are charged wit
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Number of journals containingEmotio
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ConclusionsStruggle and frustration
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Mathematics Teacher Candidates’ U
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function and applied the vertical l
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semester, about half of the course
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They further state that “the impo
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C. Laborde (Eds.) International Han
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(SCK), or knowledge of mathematics
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level of difficulty for each partic
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MKT Measures ScoresMathematics in G
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deep rooted belief in a single way
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THE INTERVIEW PROJECTAngel Rowe Abn
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involving addition and subtraction:
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6+7 4+9=6+(6+1) Substitution =4+(10
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We strongly believe that this inter
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AN INNOVATIVE APPROACH FOR SUPPORTI
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Practice throughout the investigati
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are expected to pursue. Teacher not
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students to organize their reports
Page 65 and 66: Slovin, H., Venenciano, L., Ishihar
Page 67 and 68: The research presented in this pape
Page 69 and 70: students’ confidence. Because bel
Page 71 and 72: triangulation necessitated examinat
Page 73 and 74: their ability to teach the mathemat
Page 75 and 76: SPATIAL REASONING IN UNDERGRADUATE
Page 77 and 78: journal prompt would be given as a
Page 79 and 80: given to the 33 students on the MPI
Page 81 and 82: to advance our way of life, then sp
Page 83 and 84: STUDENT CONCEPTIONS OF “BEST” S
Page 85 and 86: students are likely to interact wit
Page 87 and 88: opinion of the student body. This q
Page 89 and 90: At the highest level of reasoning a
Page 91 and 92: APPENDIXTo use two decks of cards t
Page 93 and 94: isolated and often occur in tandem
Page 95 and 96: with the CCSSM. Teachers read and d
Page 97 and 98: teachers’ role-play of SFMP #4. A
Page 99 and 100: Durkin, D. (1978-1979). What classr
Page 101 and 102: as well as the alignment between th
Page 103 and 104: Table 2Number of teachers per grade
Page 105 and 106: Table 4Classification Categories fo
Page 107 and 108: field so that research on the initi
Page 109 and 110: dynamic approach to learning conten
Page 111 and 112: Kindergarten Lesson FormatHow May W
Page 113 and 114: team’s goals? As much as possible
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Page 119 and 120: classroom. “I would like to know
Page 121 and 122: I had never been brave enough to tr
Page 123 and 124: THE PATH OF REFORM IN SECONDARY MAT
Page 125 and 126: Our collaboration model was formed
Page 127 and 128: internal evaluator) were analyzed.
Page 129 and 130: DiscussionOn part I of the survey t
Page 131 and 132: whole department of secondary mathe
Page 133 and 134: discussion. Many texts include wild
Page 135 and 136: Data collection consisted of tests,
Page 137 and 138: I've not used children's literature
Page 139 and 140: could extend this inquiry to high s
Page 141 and 142: course titled Calculus with Busines
Page 143 and 144: no mathematical sense and should no
Page 145 and 146: Adopts the “111” (a term coined
Page 147 and 148: Specifically, clicking the “Click
Page 149 and 150: algebraic expression is carried out
Page 151 and 152: Retrieved from http://secc.sedl.org
Page 153 and 154: furthermore, each model may result
Page 155 and 156: After instruction in the course, th
Page 157 and 158: Table 4The group’s categories and
Page 159 and 160: you choose three place values, æ 4
Page 161 and 162: APPENDIXTable 5Description of Combi
Page 163 and 164: of the presented number. Later, the
Page 165 and 166: Figure 1: Mean trajectories and MD
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Figure 2: Mean trajectories and MD
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Performance, 33, 1410-1419.Cohen Ka
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Moyer, 2007). At his or her own pac
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logged by the system and then retri
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curriculum. The nature of the onlin
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Cox, G., Carr, T., & Hall, M. (2004
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curriculum locally, within individu
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Popularity tallied whether or not a
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Amazingly, despite there being a fe
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ReferencesBlack, M. (1962). Models
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connections are connections or rela
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Table 1Instructional TasksSquareTab
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t-charts made it easier for student
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Figure 2. A Display of Student Stra
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ReferencesAnderson, J. R., Greeno,
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their parents in phenotype (observa
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student learning calls for differen
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Figure 2. (A) P3. (B). Extension of
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the usual phenotypic assessments an
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teachers is the discrepancy between
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expected to learn and the inquiry a
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his partner about his observations,
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hard for some children? The nature
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Lakoff and Nunez: specifically, tha
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Figure 5: Average hand trajectories
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Figure 6: Distributions of maximum
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ReferencesAnderson, J. R. (2005). H
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Social system perspectives view the
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urged students to think of some way
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Figure 1: The Discourse Patterns Du
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Figure 3 blow illustrates the devel
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2013 Conference Proceedings - University of Nevada, Las Vegas

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