Courtney K. Baker, Stefanie D. Livers, Margret A. Hjalmarson, Evthokia Stephanie Saclarides, Kristin E. Harbour, KimAnn Brown
Mathematics teacher leadership is promising, yet complex work, and research interest in this form of leadership is on the rise. This systematic review takes stock of the current research landscape on mathematics teacher leadership, specifically mathematics specialists as teacher leaders (MSTLs), and approaches the questions: (1) What are the historical publication trends for MSTLs? and (2) What are the various methods, research questions, and framing used in research design for MSTLs? For this review, we use a subset of articles focused on in-service MSTLs that are part of a larger systematic review that includes constructs such as coaching, mathematics specialists (MS), and other forms of leading teachers. Findings provide evidence that research on MSTLs is certainly on the rise, with nearly 90% of the MSTL research originating in the last decade and published within mainly general education journals. Furthermore, the majority of MSTL studies were qualitative in nature, answered research questions centered on leader interactions with others and leader reactions to professional development programs, and used various theories and constructs to ground the work. Overall, this study extends what is known about the research surrounding MSTLs, illuminates the complexities of this work, and discusses future directions for the field.
{"title":"Research publication and design trends in mathematics-specific teacher leadership: A systematic review","authors":"Courtney K. Baker, Stefanie D. Livers, Margret A. Hjalmarson, Evthokia Stephanie Saclarides, Kristin E. Harbour, KimAnn Brown","doi":"10.1111/ssm.12661","DOIUrl":"https://doi.org/10.1111/ssm.12661","url":null,"abstract":"Mathematics teacher leadership is promising, yet complex work, and research interest in this form of leadership is on the rise. This systematic review takes stock of the current research landscape on mathematics teacher leadership, specifically mathematics specialists as teacher leaders (MSTLs), and approaches the questions: (1) What are the historical publication trends for MSTLs? and (2) What are the various methods, research questions, and framing used in research design for MSTLs? For this review, we use a subset of articles focused on in-service MSTLs that are part of a larger systematic review that includes constructs such as coaching, mathematics specialists (MS), and other forms of leading teachers. Findings provide evidence that research on MSTLs is certainly on the rise, with nearly 90% of the MSTL research originating in the last decade and published within mainly general education journals. Furthermore, the majority of MSTL studies were qualitative in nature, answered research questions centered on leader interactions with others and leader reactions to professional development programs, and used various theories and constructs to ground the work. Overall, this study extends what is known about the research surrounding MSTLs, illuminates the complexities of this work, and discusses future directions for the field.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"31 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research indicates that possession of a robust teacher identity reduces attrition from the classroom and improves retention in the teaching profession, which is nuanced by intersectional angles of gender, race, profession, and one's own perceptions. Emerging research suggests that teacher engagement in advocacy activities is also a vital component of retention, particularly among teachers of Science, Technology, Engineering, and Mathematics (STEM) subjects. To better understand advocacy activities engaged in by U.S. in/formal STEM teachers, the present study surveyed 413 individuals querying how they perceive and engage in advocacy activities for STEM education. Data related to identity were parsed by intersectional facets of gender, race, sector of education (in/formal), and one's own perception as an advocate, which were compared using Mann–Whitney U analyses from Social Issues Advocacy Scales to determine beliefs of what constituted advocacy activities and what they engaged in as an advocate for STEM education. Among identity groupings, results suggest that respondents who identified as “always an active advocate” had the most (n = 13) significant differences regarding perceptions of and participation in advocacy activities regarding STEM education. The present research proposes that a teacher's perceptions of being an advocate is an important part of shaping their STEM teacher advocate identity.
{"title":"STEM teacher advocate identity in the United States","authors":"Rebecca L. Hite, Jeffrey D. Milbourne","doi":"10.1111/ssm.12658","DOIUrl":"https://doi.org/10.1111/ssm.12658","url":null,"abstract":"Research indicates that possession of a robust teacher identity reduces attrition from the classroom and improves retention in the teaching profession, which is nuanced by intersectional angles of gender, race, profession, and one's own perceptions. Emerging research suggests that teacher engagement in advocacy activities is also a vital component of retention, particularly among teachers of Science, Technology, Engineering, and Mathematics (STEM) subjects. To better understand advocacy activities engaged in by U.S. in/formal STEM teachers, the present study surveyed 413 individuals querying how they perceive and engage in advocacy activities for STEM education. Data related to identity were parsed by intersectional facets of gender, race, sector of education (in/formal), and one's own perception as an advocate, which were compared using Mann–Whitney U analyses from Social Issues Advocacy Scales to determine beliefs of what constituted advocacy activities and what they engaged in as an advocate for STEM education. Among identity groupings, results suggest that respondents who identified as “always an active advocate” had the most (<jats:italic>n =</jats:italic> 13) significant differences regarding perceptions of and participation in advocacy activities regarding STEM education. The present research proposes that a teacher's perceptions of being an advocate is an important part of shaping their STEM teacher advocate identity.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"149 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marsha Ing, Karl W. Kosko, Cindy Jong, Jeffrey C. Shih
Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement. Findings suggest that one in ten measures in mathematics education include rigorous evidence to support intended uses. Recommendations are made to support mathematics education researchers to continue to take steps to improve validity evidence in the design and use of quantitative measures.
{"title":"Validity evidence of the use of quantitative measures of students in elementary mathematics education","authors":"Marsha Ing, Karl W. Kosko, Cindy Jong, Jeffrey C. Shih","doi":"10.1111/ssm.12660","DOIUrl":"https://doi.org/10.1111/ssm.12660","url":null,"abstract":"Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement. Findings suggest that one in ten measures in mathematics education include rigorous evidence to support intended uses. Recommendations are made to support mathematics education researchers to continue to take steps to improve validity evidence in the design and use of quantitative measures.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"90 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ayse Oguz Unver, Hasan Zuhtu Okulu, Onur Bektas, Yasemin Ozdem Yilmaz, Nilay Muslu, Burcu Senler, Sertac Arabacioglu
Several observation protocols in different theoretical frameworks and components have been designed and validated by teacher trainers and professional development providers to capture and categorize observational data on the characteristics and level of inquiry in science practices. However, certain constraints limit their wide use, such as the neglect of certain indicators of scientific inquiry, the scoring of just summative goals, or the necessity for extensive observer training. The present study, therefore, aims to propose a tool that assists professional development providers and mentors in diagnosing the closeness of practices to scientific inquiry in the context of various settings, from traditional didactic lectures to scientific inquiry, making it easily operational for self and peer evaluations as well as 360‐degree video feedback. The method concentrated on multiple observations provides supportive evidence about the tool's internal consistency coefficient, the relationship between its components, and the inter‐rater reliability coefficient between multiple scorers. The results highlight that the tool, which includes the components of course structure, course overview, and teacher–student communication, has the potential to contribute to the growing library of observation protocols.
{"title":"Designing an observation protocol for professional development providers and mentors working with scientific inquiry‐supported classroom settings","authors":"Ayse Oguz Unver, Hasan Zuhtu Okulu, Onur Bektas, Yasemin Ozdem Yilmaz, Nilay Muslu, Burcu Senler, Sertac Arabacioglu","doi":"10.1111/ssm.12657","DOIUrl":"https://doi.org/10.1111/ssm.12657","url":null,"abstract":"Several observation protocols in different theoretical frameworks and components have been designed and validated by teacher trainers and professional development providers to capture and categorize observational data on the characteristics and level of inquiry in science practices. However, certain constraints limit their wide use, such as the neglect of certain indicators of scientific inquiry, the scoring of just summative goals, or the necessity for extensive observer training. The present study, therefore, aims to propose a tool that assists professional development providers and mentors in diagnosing the closeness of practices to scientific inquiry in the context of various settings, from traditional didactic lectures to scientific inquiry, making it easily operational for self and peer evaluations as well as 360‐degree video feedback. The method concentrated on multiple observations provides supportive evidence about the tool's internal consistency coefficient, the relationship between its components, and the inter‐rater reliability coefficient between multiple scorers. The results highlight that the tool, which includes the components of course structure, course overview, and teacher–student communication, has the potential to contribute to the growing library of observation protocols.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"31 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kwaku Adu‐Gyamfi, Kayla Chandler, Anthony Thompson
The challenge posed by algebra story problems creates a significant hurdle for many students, transcending both the mathematical content of the problem and the specific instructional background received. This study offers a distinctive contribution to the existing literature by focusing on the cognitive conditions essential for comprehension in mathematics, aiming to identify obstacles to comprehension on algebra story problems. A total of 40 participants engaged in a one‐on‐one taskbased interview session, tackling algebra story problems of the students and professor variety. Analysis of the interview data uncovered three distinct categories of obstacles contributing to students formulating incorrect models of algebra story problems. The findings of this study offer detailed insights into these obstacle categories and present implications for future research.
{"title":"Algebra story problem: The nature of students' obstacles","authors":"Kwaku Adu‐Gyamfi, Kayla Chandler, Anthony Thompson","doi":"10.1111/ssm.12659","DOIUrl":"https://doi.org/10.1111/ssm.12659","url":null,"abstract":"The challenge posed by algebra story problems creates a significant hurdle for many students, transcending both the mathematical content of the problem and the specific instructional background received. This study offers a distinctive contribution to the existing literature by focusing on the cognitive conditions essential for comprehension in mathematics, aiming to identify obstacles to comprehension on algebra story problems. A total of 40 participants engaged in a one‐on‐one taskbased interview session, tackling algebra story problems of the students and professor variety. Analysis of the interview data uncovered three distinct categories of obstacles contributing to students formulating incorrect models of algebra story problems. The findings of this study offer detailed insights into these obstacle categories and present implications for future research.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"69 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A US Fulbright Scholar adventure in the Czech Republic and beyond: Healing through math mindfulness research, collaborative teaching, and visiting lectures","authors":"Janet Lynne Tassell","doi":"10.1111/ssm.12655","DOIUrl":"https://doi.org/10.1111/ssm.12655","url":null,"abstract":"","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"25 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140197997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Advanced placement (AP) physics performance is an important metric for examining precollege student preparation for post‐secondary study. The present study examined potential predictors of AP Physics 1 performance including gender, teacher, and school‐level characteristics. A theoretical framework proposed teacher preparation and experiential variables are predictive of student outcomes, in addition to contextual variables that include demographics and academic offerings. Data showed that AP Physics 1 participants varied statistically from the overall high school population in terms of gender and ethnicity, with more women, White, and Asian students enrolled. AP Physics 1 teachers tended to be more experienced than other physics teachers. A multivariable linear regression model indicated significant negative predictors included female gender and socioeconomic status; the sole positive academic predictor was whether the school offered AP Chemistry. Notably, physics performance was not predicted by physics teacher characteristics including gender, certification type, years of experience, course load in physics, and isolation. Physics performance was also unrelated to school size, AP Physics enrollment, and access to AP Biology and Calculus. Results suggest that targeted resources should be identified to support teachers in high poverty schools, and training them to enact strategies that diminish gender achievement gaps.
大学先修课程（AP）物理成绩是考察大学预科学生为中学后学习所做准备的一个重要指标。本研究考察了 AP 物理 1 成绩的潜在预测因素，包括性别、教师和学校层面的特征。理论框架提出，除了包括人口统计学和学术课程在内的环境变量外，教师准备和经验变量也是学生成绩的预测因素。数据显示，参加 AP 物理 1 课程的学生在性别和种族方面与高中总体学生存在统计学差异，其中女性、白人和亚裔学生较多。AP 物理 1 的教师往往比其他物理教师更有经验。多变量线性回归模型显示，显著的负面预测因素包括女性性别和社会经济地位；唯一的正面学术预测因素是学校是否提供 AP 化学课程。值得注意的是，物理成绩与物理教师的性别、证书类型、工作年限、物理课程负担和孤立性等特征无关。物理成绩也与学校规模、AP 物理注册人数、AP 生物和微积分的学习机会无关。研究结果表明，应确定有针对性的资源，以支持高度贫困学校的教师，并培训他们制定策略，缩小性别成绩差距。
{"title":"Gender, teacher, and school characteristics as predictors of advanced placement physics performance","authors":"Robert Krakehl, Angela M. Kelly, Puneet Khosla","doi":"10.1111/ssm.12651","DOIUrl":"https://doi.org/10.1111/ssm.12651","url":null,"abstract":"Advanced placement (AP) physics performance is an important metric for examining precollege student preparation for post‐secondary study. The present study examined potential predictors of AP Physics 1 performance including gender, teacher, and school‐level characteristics. A theoretical framework proposed teacher preparation and experiential variables are predictive of student outcomes, in addition to contextual variables that include demographics and academic offerings. Data showed that AP Physics 1 participants varied statistically from the overall high school population in terms of gender and ethnicity, with more women, White, and Asian students enrolled. AP Physics 1 teachers tended to be more experienced than other physics teachers. A multivariable linear regression model indicated significant negative predictors included female gender and socioeconomic status; the sole positive academic predictor was whether the school offered AP Chemistry. Notably, physics performance was not predicted by physics teacher characteristics including gender, certification type, years of experience, course load in physics, and isolation. Physics performance was also unrelated to school size, AP Physics enrollment, and access to AP Biology and Calculus. Results suggest that targeted resources should be identified to support teachers in high poverty schools, and training them to enact strategies that diminish gender achievement gaps.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"129 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140197991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah Roller Dyess, Katherine Ariemma Marin, Elizabeth Petit Cunningham
Noticing is an essential skill for all teachers of mathematics. Mathematics teacher educators have utilized a variety of tools to practice and develop preservice teachers' (PSTs') ability to notice, which we extend to include photographs and learning trajectories. This article explores PSTs' noticing skills by analyzing work samples from a methods course assignment that examined teacher noticing and planning for future instruction. The work samples were analyzed using structural coding. Results indicate that PSTs can: (a) notice students' mathematical thinking in photographs they captured; (b) attend to and interpret the mathematics in photographs, but need additional support to consider how to respond to the mathematical thinking; and (c) use learning trajectories or progressions to help them notice, but there is less evidence of them using learning trajectories or progressions as a tool to respond to students' mathematical thinking. Implications for mathematics teacher education and future research are considered.
{"title":"What they notice in photographs: A study of preservice teachers' noticing in a formative assessment cycle","authors":"Sarah Roller Dyess, Katherine Ariemma Marin, Elizabeth Petit Cunningham","doi":"10.1111/ssm.12642","DOIUrl":"https://doi.org/10.1111/ssm.12642","url":null,"abstract":"Noticing is an essential skill for all teachers of mathematics. Mathematics teacher educators have utilized a variety of tools to practice and develop preservice teachers' (PSTs') ability to notice, which we extend to include photographs and learning trajectories. This article explores PSTs' noticing skills by analyzing work samples from a methods course assignment that examined teacher noticing and planning for future instruction. The work samples were analyzed using structural coding. Results indicate that PSTs can: (a) notice students' mathematical thinking in photographs they captured; (b) attend to and interpret the mathematics in photographs, but need additional support to consider how to respond to the mathematical thinking; and (c) use learning trajectories or progressions to help them notice, but there is less evidence of them using learning trajectories or progressions as a tool to respond to students' mathematical thinking. Implications for mathematics teacher education and future research are considered.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"15 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140044005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
According to the Next Generation Science Standards, three‐dimensional teaching challenges educators to adopt an inquiry approach through science and engineering practices aligned with disciplinary core ideas and crosscutting concepts. Few teachers today feel confident in their ability to orchestrate such lessons. Teaching inquiry science takes time and hard work. It also requires collaborative professional learning communities that support teachers in overcoming typical classroom challenges. This article describes an effective approach for facilitating professional learning that supports inquiry science teaching. Since the COVID pandemic, more teachers are familiar with videoconferencing and may even have initiated or expanded their use of asynchronous text based discussion. A hybrid combination of these platforms provides an effective, two‐fold strategy for facilitating a teacher professional learning community (PLC) that engages teachers in deepened reflection and sustained collaboration with colleagues. To illustrate how this approach can be successfully adopted, I draw from a recent example of the InquirySpace PLC that unfolded during the final year of a National Science Foundation‐funded educational research project. Key to the success of this PLC was a combination of responsiveness to teachers’ support requests, a warm and encouraging tone, orchestrating interactive engagement, and the showcasing of PLC member voices.
{"title":"A roadmap for virtual professional learning: Bringing inquiry science practices to life through teacher professional community","authors":"Sarah Haavind","doi":"10.1111/ssm.12646","DOIUrl":"https://doi.org/10.1111/ssm.12646","url":null,"abstract":"According to the Next Generation Science Standards, three‐dimensional teaching challenges educators to adopt an inquiry approach through science and engineering practices aligned with disciplinary core ideas and crosscutting concepts. Few teachers today feel confident in their ability to orchestrate such lessons. Teaching inquiry science takes time and hard work. It also requires collaborative professional learning communities that support teachers in overcoming typical classroom challenges. This article describes an effective approach for facilitating professional learning that supports inquiry science teaching. Since the COVID pandemic, more teachers are familiar with videoconferencing and may even have initiated or expanded their use of asynchronous text based discussion. A hybrid combination of these platforms provides an effective, two‐fold strategy for facilitating a teacher professional learning community (PLC) that engages teachers in deepened reflection and sustained collaboration with colleagues. To illustrate how this approach can be successfully adopted, I draw from a recent example of the InquirySpace PLC that unfolded during the final year of a National Science Foundation‐funded educational research project. Key to the success of this PLC was a combination of responsiveness to teachers’ support requests, a warm and encouraging tone, orchestrating interactive engagement, and the showcasing of PLC member voices.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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