Sponsor |
NSF
($9,000,000
– over five years) |
Objectives |
1. To address problems of the USA capacity for mathematics education
leadership 2. To address problems of the
quality of K-12
mathematics
teacher education. |
Mission |
• To design and
operate an innovative program of doctoral and postdoctoral education for
specialists in mathematics teacher education, curriculum development,
policy leadership, and mathematics education research. • To develop,
evaluate, and disseminate models for the mathematical education of
pre-service teachers and professional development of in-service
mathematics teachers in elementary, middle, and high
schools. |
Partners |
Three
research universities and three school systems (Delaware; Maryland;
Pennsylvania State University) |
Guiding Principles |
• Goal for students:
deep, broad, and connected
understanding of math. • Goal for educators:
core knowledge that integrates the domains of mathematics, student
thinking, pedagogy, curriculum, and assessment. • Educators need
adaptive expertise to transform their knowledge into decisions and actions
appropriate to specific contexts. • Professional
programs require collaboration among various institutions.
• Schools must provide high quality
mathematical education for all students. • Resources for
teaching, learning, and professional development must include technologies
that allow new conceptions of what is most important to learn.
• Effective change in
education requires reculturing schools. • The prototype for a
new form of educator preparation must be one that learns from its own
experience. |
Doctoral and
Postdoctoral Education for Specialists |
Task
1: Recruiting, Admission, and
Support of Students
Task 2: Defining Program Course
Requirements Task 3: Establishing Research
Participation, School Field Experiences, Task 4: Establishing Standards for
Dissertations Task 6: Placing doctoral fellows in professional positions
|
Improving Teacher Preparation and Professional Development |
1: Improving Pre-service Preparation
of Elem. and Middle School Teachers
2: Improving Pre-service Preparation
of Secondary Mathematics Teachers 3: Developing Teacher Leaders for
Elem. and Middle School
Mathematics 4: Developing Strategies for
Secondary Mathematics Teacher Professional development |
Expanding Professional Communities |
• Demonstrate
effective ways to engage faculty, graduate students, and classroom
teachers in larger, more stimulating professional
communities. • Conduct a regular
series of colloquia, research meetings, and workshops (both face-to-face
and through video-conferencing or on-line conferencing) for sharing of
on-going work at each site. |
Project Management Plan |
The project needs the
guiding hand of a senior professional leader, Director, who will stimulate
and coordinate the range of Center activities. The Director will be
advised on a regular basis by an executive committee with representatives
from each partner institution. |
Formative Evaluation Plans |
Study the Centre’s own
operation and usethat research to continually improve its practices over
time The advisory board members will be critical to this study of the Center operation. |
Timeline of Project Activities |
Year 1: Develop and pilot test various
component activities of the project. Year 2: (1) Initiate courses, research
participation for doctoral fellows; (2) Initiate courses and professional
development institutes for in-service teacher leaders;
Year 3: The primary activities of Year
3 will focus on the specialist fellows and scaling up of courses for
pre-service teachers Year 4: The primary focus of year 4
activities will be scaling up and establishing permanent status of the
teacher preparation, professional development, and specialist programs at
the partner institutions Year 5: Focus on evaluation and
reporting of findings from the initiatives of the project: (1) Reports on research on the
various teacher preparation initiatives; (2) Reports on the professional
development initiatives; (3)
Continue collaborative offering of doctoral courses.
|
Comments |
Two thirds of budget
devoted to Doctoral studies |