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The impact of a mathematics performa...

Clark, Julie Ann.

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The impact of a mathematics performance-based assessment on elementary preservice teacher development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of a mathematics performance-based assessment on elementary preservice teacher development./
作者:	Clark, Julie Ann.
面頁冊數:	306 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2563.
Contained By:	Dissertation Abstracts International65-07A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3138714
ISBN:	0496858661

The impact of a mathematics performance-based assessment on elementary preservice teacher development.
Clark, Julie Ann.

The impact of a mathematics performance-based assessment on elementary preservice teacher development. - 306 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2563.

Thesis (Ph.D.)--University of Colorado at Denver, 2004.

A range of factors has impinged on the provision of teacher education programs in the last decade. Largely emanating from governmental demands for increased accountability, they have included the setting of standards/benchmarks for student achievement, proof of program impact, and state and national testing. A revision of teacher education standards and teacher licensure, intended to cause a re-examination of effective pedagogy at all levels, were part of the push for increased accountability).

ISBN: 0496858661Subjects--Topical Terms:

783747
Education, Teacher Training.

The impact of a mathematics performance-based assessment on elementary preservice teacher development.
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500 $a Director: Michael W. Marlow.
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520 $a A range of factors has impinged on the provision of teacher education programs in the last decade. Largely emanating from governmental demands for increased accountability, they have included the setting of standards/benchmarks for student achievement, proof of program impact, and state and national testing. A revision of teacher education standards and teacher licensure, intended to cause a re-examination of effective pedagogy at all levels, were part of the push for increased accountability).
520 $a While teacher education programs are being restructured in response to these demands, university faculties continue to grapple with the issues of educational theory and practice and appropriate assessment for preservice teachers. These legislative reforms and school district concerns initiated changes in field experience at a western university, which adhered to a professional development school philosophy.
520 $a During the final student teaching experience, preservice teachers were asked to teach mathematics to a small group of students for a 3-month period. The preservice teachers took control of every aspect of the groups' mathematics instruction. Elementary student participants were selected on the basis of pretests given to the entire school population.
520 $a Data concerning preservice teachers were collected through interviews, focus groups, journals and observations. Data analysis revealed significant achievement gains for all of the elementary students and improved attitudes towards mathematics for many of the students. The preservice teachers' understanding of pedagogy and assessment evolved significantly as they experienced first-hand the impact of instructional choices on their students. While specific experiences varied, all of the preservice teachers became strong advocates for a differentiated pedagogical approach that considers individual student needs. Data analysis highlighted several main thematic connections including: (a) philosophy, attitudes and experiences, (b) knowledge, management and instruction, and (c) assessment and instruction.
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