2013 Conference Proceedings - University of Nevada, Las Vegas

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