Representations of Mathematics Teacher Quality in a National Program

1
Representations of Mathematics Teacher Quality in
a National Program

• Patricia S. Moyer-Packenham, Johnna J. Bolyard,
• Hana Oh, Patricia Kridler, Gwenanne Salkind
• George Mason University
• November 10th, 2006
• 28th Annual Meeting of PME-NA
• Mérida, Yucatán, Mexico

2
Goals of the Presentation

• NSF Authorization Act of 2002 (PL107-368)
  includes enhancing teacher quality, quantity, and
  diversity as key goals of the Math and Science
  Partnership (MSP) program.
• Identify representations of mathematics teacher
  quality in a nationally funded program
• Discuss conditions implemented to influence
  mathematics teacher quality in the program

3
Review of Research on Teacher Quality
Characteristics

• General Ability, including verbal ability
  (Ehrenberg Brewer, 1994, 1995 Ferguson, 1991
  Ferguson Ladd, 1996)
• (2) Experience (Fetler, 1999 Ferguson, 1991
  Ferguson Ladd, 1996 Goldhaber Brewer, 1997b
  Hawkins, Stancavage, Dossy, 1998 Rivkin,
  Hanushek, Kain, 2005 Rowan, Correnti,
  Miller, 2002)
• (3) Pedagogical Knowledge (Adams Krockover,
  1997 Darling-Hammond, 2000 Darling-Hammond,
  Berry Thoreson, 2001 Gess-Newsome Lederman,
  1993 Hawkins, Stancavage, Dossey, 1998 Valli
  Agostinelli, 1993 )

4
Review of Research (cont.)

• (4) Subject Matter Knowledge (Chaney, 1995
  Goldhaber Brewer, 1997a, 1997b, 2000 Hawkins,
  Stancavage, Dossey, 1983 Monk, 1994 Monk
  King, 1994 Rowan, Chiang, Miller, 1997 Rowan,
  Correnti, Miller, 2002)
• (5) Certification Status (Darling-Hammond, 2000
  Fetler, 1999 Goldhaber Brewer, 1997a, 1997b,
  2000 Hawk, Coble, Swanson, 1985 Rowan,
  Correnti, Miller, 2002)
• (6) Teacher Behaviors, Practices and Beliefs
  (Guarino, Hamilton, Lockwood, Rathbun, 2006
  Staub Stern, 2002 Weiss Pasley, 2004 Weiss,
  Pasley, Smith, Banilower, Heck, 2003).

5
Research Questions

• What characteristics do MSPs use to define
  mathematics teacher quality?
• What conditions do MSPs implement in their work
  to improve mathematics teacher quality?

6
Data Sources

• 123 Annual and Evaluation reports from 48 Math
  and Science Partnerships
• 48 project websites
• Presentation and publication documents available
  publicly

7
Methods

• Document Analysis (Best Kahn, 1998 Patton,
  1990) Official/External Documents produced by
  the MSPs (Bogdan Biklen, 1998) Interpretation
  of data contained in the documents (McMillan
  Wergin, 2002).
• Content Analysis Analysis of the written
  content of a document inductively establish a
  categorical system for organizing the information
  (Fraenkel Wallen, 1993).
• Concept Analysis Conducted to understand the
  meaning and usage of educational concepts (e.g.,
  teacher quality) (McMillan Wergin, 2002).

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Results

• Representations of mathematics teacher quality
• Conditions influencing teacher quality
  characteristics

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Major Themes of Teacher Quality (reported by 48
MSPs)

• REPRESENTATIONS
• of Teacher Quality
• Individual Characteristics Population
  Characteristics
• Subject Knowledge Quantity
• Pedagogical Knowledge Diversity
• Behaviors/Practices/Beliefs
• CONDITIONS
• Influencing Teacher Quality Characteristics
• Professional Development Stipends/Compensation
• Teacher Leadership Retention
• Recruiting Linking Teachers with STEM Faculty
• Preservice Training Induction
• Certification/Degrees

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Representations of Individual TQ Characteristics

• Subject Teachers test scores
• Knowledge Improved student achievement
• Teachers subject preparation
• Pedagogical Responses on surveys
• Knowledge Observations of teaching
• Improved student achievement
• Practices Responses on surveys
• Beliefs Observations of teaching
• Responses to interview questions

11
Conditions Influencing Individual TQ
Characteristics

• Conditions Illustrative Examples
• Professional Development Courses, workshops,
  institutes
• Teacher Leadership Formal and informal roles
• Preservice Training New course and program
  development
• Certification/Degrees Program revision and
  development
• Linking STEM Faculty With Teachers Teach courses
  Provide expertise

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Key Findings and Implications

• Significant emphasis on subject knowledge for
  teachers at all grade levels K-12.
• Design of professional development is based on
  research findings.

• Emphasis on subject knowledge is aligned with
  policy and professional organization statements.
• Teacher quality is described as the intersection
  of content and pedagogy.
• MSPs knowledgeable of current research and best
  practices.

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Key Findings and Implications (cont.)

• New collaborations between STEM Faculty and
  education faculty to improve K-12 mathematics
  education.
• The important role of Teacher Leaders in
  knowledge development, connecting people, and
  institutional change.

• Interrelated challenges facing STEM and education
  faculty.
• MSPs in a position to contribute to research on
  teacher leadership.

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Further Inquiry

• What other inquiries about the work of the Math
  and Science Partnership Program are of interest
  to those in the mathematics education community?
• What teacher quality characteristics are not
  addressed in these findings?
• What conditions might influence teacher quality
  that are not addressed in these findings?