Sessions Strands

This presentation highlights Georgia geology included in 3rd and 5th grade science Georgia Performance Standards. For one week, 29 teachers traveled through every geological region. This project provided an opportunity for teachers to experience firsthand a variety of landforms: faults, outcrops, falls, canyons, mountains, coastal plains, and swamps. Participants studied the constructive and destructive forces that formed the landforms through tours given by experts at Stone Mountain, Brasstown Bald, Okefenokee Swamp, and Providence Canyon. The K-16 collaboration has continued via observations and follow-up professional development.

Session Presenters

The case study method is essential in holistic evaluation of multi-site systemic K-16 STEM initiatives. This panel will present an overview of the case study method, discuss uses of contextualized project data, share the evaluation model employed by the PRISM MSP external qualitative case study evaluators, and highlight multiple case study evaluation issues. Panel members will argue the importance of case study data in conjunction with student performance data in determining project effectiveness, sustainability, and project exportability.

Session Presenters

The Greater Birmingham Mathematics Partnership offers a series of inquiry-based mathematics content courses for in-service teachers and has also revised courses for pre-service teachers at the IHE level. This study focused on the impact of the courses for in-service teachers in terms of changes in content knowledge and K-12 classroom practice as well as the impact of the courses for pre-service teachers and changes in faculty classroom practice at the university level.

Session Presenters

Using a PRISM mini-grant we funded and developed a team-taught Environmental Science course for teachers that took place completely out-of-doors. One instructor taught the environmental content, the other instructor taught methodologies to disseminate the content to the classroom. We found that interdisciplinary team-teaching is very effective in teacher education and strengthening teacher self-confidence. We also confirmed that the outdoors is the most appropriate setting for generating successful learning about the environment.

Session Presenters

Georgia's Partnership for Reform in Science and Mathematics (PRISM) seeks to alter traditional models for professional development in how it is designed, delivered, and implemented in the classroom. Leading indicators of improved quality are increased science and mathematics content and connection to teacher practice. An attribute of PRISM professional development in the southeast region is significant collaboration between STEM faculty and K-12 teachers. Classroom impact of PRISM PD in this region will be presented.

Session Presenters

Over the last four years, the School of Education at North Georgia College & State University has offered various opportunities for local math and science teachers to participate in effective teaching workshops, focusing on inquiry-based learning strategies. The training sessions have included science education conferences, one-day workshops, and week-long math & science camps. Partnerships were formed with the Forsyth County and Dawson County School Systems, along with other schools in the Pioneer RESA community.

Session Presenters

The NC-MSEN has recently initiated the "Statewide Institutes for Teaching Excellence”. SITE: Biology institutes were designed to help teachers more effectively implement the NC Standard Course of Study in biology. FSU's MSEN Center offered this institute during the summer of 2007. SITE: Biology integrated reading strategies, misconception awareness and concept mapping, as instructional tools. Changes in teacher content knowledge was evaluated through pre/post content tests, classroom practice through an implementation survey, implementation project and institute effectiveness survey.

Session Presenters

PRISM proposed a systemic cultural reform of the USG, a key objective of which was to enlist the participation of higher education faculty--scientists, mathematicians, and educators, to improve the teaching and learning of science and math in K-16. This presentation highlights the anthropological approach that PRISM adopted to develop (1) a Reward Structure that would encourage self-identified researchers to integrate in their academic workload discipline-based pedagogical goals and activities in K-12 schools, and (2) propose a new Systemic policy to reinforce and sustain such practices. This study includes data-based recommendations for site-tailored sustainable implementation of these cultural changes.

Session Presenters

Sea turtle conservation has been used for 18 years to construct an inquiry- and field-based, hands-on learning experience for 14 K-12 teacher-interns/yr, enhancing STEM content, technology competence, critical thinking, self-esteem, and willingness to take academic risk. Traditional teaching is followed by experiential learning supported by mentoring by a team of STEM faulty members, teacher-mentors, and a robust web site (www.scistp.org). Teachers transfer content and pedagogy into their classrooms through endangered species teaching units.

Session Presenters

Georgia's Partnership for Reform in Science and Mathematics (PRISM) has folded key aspects of well established learning community models into the concept of a K-16 learning community. PRISM research has shown that the engagement of Higher Education faculty in PLCs with K-12 teachers increases both, the use of effective teaching practices, and student achievement in K-12 schools. This presentation will make connections between these findings and components of the implementation of PRISM learning communities.

Session Presenters

In response to the Georgia Performance Standards, the University System of Georgia has reorganized the required courses for elementary education majors. The first of the math courses now required for elementary education majors is MATH 2008 – Numbers and Operations. Attendees will be encouraged to share their ideas, questions, and viewpoints as the panel discusses and debates the content and issues of the course.

Session Presenters

In 2004, the Metro Atlanta Region initiated the Mathematics and Science Academy for Teachers (MSAT) at Georgia State University and the Georgia Institute of Technology for Atlanta Public Schools. The Academy designed to develop leadership and stimulate excellence in teaching and learning in mathematics, science and technology for K-12 urban school teams. The Academy focuses on collaborations with teachers and university faculty on implementing the Georgia Performance Standards (GPS), innovative instructional strategies and authentic assessments.

Session Presenters

Success in STEM requires an ability to reason logically and consistently using a premise or hypothesis. However, the reasoning skills so necessary for success in STEM may not be common among incoming students. A study is underway at Columbus State University (CSU) to measure the level of scientific reasoning skills among students enrolled in STEM classes. The results of this study will be used to inform teaching practice and may affect future University course offerings.

Session Presenters

How does a 24 year veteran science teacher stay enthusiastic? Enthusiasm, science self confidence and competition have given me the tools to help my students envision themselves as scientists and teachers while helping me hang in there. Come share the adventure and the hand outs!

Session Presenters

One component of quality teaching involves deep content knowledge. In this initiative, P-5 teachers completed an in-depth series of advanced mathematics courses (Understanding Number and Operations, Understanding Geometry, Understanding Algebra, and Understanding Data Analysis and Probability). Taught from the perspective of providing a foundation for P-5 students to understand advanced mathematics later, these courses resulted in increased mathematical content knowledge for teachers and changed pedagogical practices. Student achievement data, while preliminary, is promising.

Session Presenters

This presentation will provide an overview of the PRISM program which was a grant funded project that provided elementary and middle grades personnel of the Charlottesville, Harrisonburg, and Page County schools and Harrisonburg Children's Museum associates with a unique Science, Technology and Math (STM) development and mentoring program in GPS, Lego Robotics, Visual Mathematics and use of technology for SOL/STM instruction.

Session Presenters

The PRISM Mathematics Curriculum Team was formed at the University of Georgia to consider implications of the new state curriculum in the preparation of mathematics teachers. Team members will display rich mathematical tasks that naturally integrate concepts from algebra, geometry, and statistics.  The work of revising courses and sharing the vision with colleagues will also be discussed.

Session Presenters

A two year partnership between Jackson County Schools and faculty members at the University of Georgia, this project is designed to improve the quality of education for Jackson County School students by strengthening middle and high school math and science educational programs. The project has established a cadre of teachers dedicated to providing students with exemplary learning opportunities. The project also provides teachers with quality on-going professional learning to increase content and pedagogical knowledge.

Session Presenters

FOCUS (Fostering Our Community's Understanding of Science) is a partnership between the University of Georgia and local school districts that connects UGA students with elementary teachers to enhance the teaching of science in grades K-5. The presentation consists of three part: 1) program description and partnership evolution, 2) program evaluation with attention to lasting effects of FOCUS, and 3) research on how university students, faculty, and classroom teachers interact to negotiate Project FOCUS curricula.

Session Presenters

The Kenan Fellows Program is an innovative model to impact retention and skills of experienced educators. Selective, two-year fellowships for teachers support collaborative partnerships with distinguished scientists in university or private sector research facilities, building knowledge and insight about cutting edge practice in STEM-related fields and charging the science curriculum with innovative, engaging lessons for students. Professional development that focuses on communication, advocacy and instructional leadership creates a continuing cohort of networked, highly effective teachers

Session Presenters

Testimonials and data describe a successful innovative collaboration between the Ramsey Community College team and a group of intermediate school teachers. One testimonial describes, "A benefit I see is giving the students an opportunity to form their own ideas and opinions before I give them the information.” Assistance with the incorporation of inquiry into science curricula, and help with understanding the history and nature of science allowed effective contribution to the development of students' critical thinking skills.

Session Presenters

This work shows the need for using feedbacks from students for improving course delivery. At a mid-size state university, we use the student course survey feedback to restructure the two networking courses in our Bachelor of information technology degree program to make them more hands-on and relevant to the real-world. Students like the hands-on approach and like to relate their experience to the real-world.

Session Presenters

The Metro Atlanta Region PRISM Institute on the Teaching and Learning of Science and Mathematics was established to convene a community of scientists, mathematicians and educators who desired to learn about, share, and improve their students' learning. In 2004, Metro Atlanta implemented Mini-Grant Program that allowed faculty to receive funding to investigate science or mathematics teaching in K-12 schools and/or science or mathematics introductory college courses. The results of 30 projects will be discussed.

Session Presenters

Meeting the STEM challenge requires a deep commitment of science and mathematics faculty to the education, and universities must find ways to support their broadening roles. Columbus State University has developed a unique infrastructure designed to encourage and facilitate science faculty work in K-16 education. The panelists in this session will discuss the challenges and outcomes of developing sustainable support systems that foster faculty engagement in STEM education.

Session Presenters

An action research study endeavoring to inform the researchers' teaching practices with regard to pre-service and in-service elementary teachers' attitudes and experiences towards mathematics and what, if any, changes would be reported by these individuals at the completion of required mathematics courses for highly qualified certification. Negative attitudes towards mathematics were described by 50% enrolled. Post-survey results support the notion that attitudes about mathematics by pre-service and in-service elementary teachers can be positively impacted.

Session Presenters

The presentation will focus on the professional development model that evolved as mathematics teachers in a small, rural school system, Jefferson City Schools (JCS), in north Georgia worked to understand the mathematics content they were responsible for teaching in the newly developed state standards based curriculum.

Session Presenters

Teachers' mathematical knowledge for teaching (MKT) has been found to impact teacher change (Hill, Rowan, & Ball, 2004). This study examines teachers' development of MKT as they implement dynamic geometry software (DGS) with a coach. In addition, the study examines coaches' development of MKT as well as student understanding and attitudes. We found a relation between teachers' and coaches' expressions of MKT and their ways of using DGS. Student attitudes and understanding also improved.

Session Presenters

The 4E x 2 Instructional Model provides a clear, dynamic framework to help teachers transform their practice to one that focuses on content-embedded inquiry. It integrates formative assessment, inquiry instructional models, and student reflection into a single coherent and synergistic model. In this session, we will discuss the creation of the 4E x 2 Instructional Model and the research we have conducted on it with K-12 math and science teachers.

Session Presenters

Using Item Response Theory (IRT) analysis of our test items we recognized the common misconceptions hampering student learning in general chemistry. Our instruction was changed to specifically address those issues. We determined that our grading scale for the last seven years has remained constant providing an absolute metric for determining effects of instructional change. We will address the student conceptual problems, discuss our class changes, and show our success in improving student learning.

Session Presenters

The DeKalb County School System began a pilot program implementing Japanese Lesson Study to improve integration of math and science in Elementary Schools. Using the Lesson Study model, teachers presented lessons that integrated math and science. After 6 months, teachers' evaluation of their implementation of math and science integration went from 3.4 to 7.4 on a scale of 1 to 10, indicating that the Lesson Study process was having a positive impact in the classroom. This session will present findings and implementation strategies.

Session Presenters