Ron Zambo

The professional development of college science professors as science teacher educators

The purpose of the study was to examine qualitatively the development of four community college science professors as science educators while they prepared and taught a summer life science academy for K-12 teachers. Since this was the first experience with teacher education for the professors, the academy provided an excellent opportunity to study the response of science professors to the challenge of teacher education. The academy was sponsored by an NSF-funded Comprehensive Regional Center for Minorities in a large metropolitan area. The funding enabled the professors to learn about science education while preparing for the academy. Prior to the academy the professors thought that they could contribute to teacher development because of their expertise in science. In preparation, the science professors visited school classrooms, consulted with a science educator, read widely in the literature of science education, and worked with exemplary teachers. As a result of preparing and conducting the academy, the professors came to see their traditional lecture/lab approach to science education as inadequate with regard to most students. Since the experience of the academy, the professors have altered the format of some of their community college courses.

Action Research in an Undergraduate Teacher Education Program: What Promises Does It Hold?.

Abstract The benefits of action research for practicing teachers have been widely documented. This survey study examined the beliefs of preservice teachers at 2 levels of their preparation about the benefits of action research for them. Participants were 2 groups of students in the second and final semesters of a 2-year teacher preparation program. Students in the earlier phase were more positive about action research regarding their professional growth and teaching efficacy. Both groups thought that their mentor teachers were not supportive. Our thoughts about the underlying reasons for these results are provided.

Innovations in Integrating Technology into Student Teaching Experiences.

AbstractThis study describes the implementation of a project designed to improve the preparation of Grade 3–8 mentor and student teachers to teach mathematics and science through the integration of multimedia technology and pedagogy. Project goals were implemented through (a) joint training, (b) ongoing support, and (c) provision of hardware and software. Both phases of the Interactive Video Project—the summer training institute and the fall semester implementation of the program—were evaluated. Based on the evidence, the project proved to be successful. Student teachers were better prepared to integrate technology in their classrooms. Mentor teachers changed the way they taught mathematics and the tools students used to find and present information in science.

Uncovering the identities of students and graduates in a CPED-influenced EdD program

The educational doctorate (EdD) is being re-envisioned as a distinct professional degree. Todays EdD graduates are envisioned as scholarly practitioners. Given this it may be reasoned these individuals have unique identities comprised of several layers. In this study, we examined how 18 entering students and 17 graduating students from an EdD program viewed themselves as learners, leaders, and action researchers. Data were obtained using a questionnaire with closed- and open-ended items, follow-up interviews were conducted with 12 incoming students and 12 graduates, and dissertations were also examined. Data were analyzed using quantitative and qualitative procedures. Questionnaire results indicated no significant differences between groups, but qualitative results showed students new to the program held strong identities as learners and leaders, but not as action researchers. Graduates held stronger views of each layer and their views were aligned to the programs vision. From these findings implications are provided for program developers and students.

Developing researching professionals in an EdD program: From learners and leaders to scholarly and influential practitioners

Purpose – The purpose of this paper is to examine how entering students and graduating students from an education doctorate (EdD) program viewed themselves as learners, leaders, and action researchers. Further, the paper examines differences in the identity trajectories between the two groups. Finally, the paper suggested a new identity status – scholarly and influential practitioners (SaIP) emerged from melding the three identity statuses. Design/methodology/approach – The paper employed a mixed method design. Findings – Results indicated students new to the program held strong identities as learners and leaders, but not as action researchers; whereas graduates held stronger views of each type of identity, especially as researchers. Program features such as cycles of action research (CAR), and leader-scholar communities were instrumental in influencing graduates’ identities as researching professionals. Research limitations/implications – SaIP emerge when doctoral programs enhance the learner and leader ...

Improving Instruction in the Mathematics Methods Classroom through Action Research.

There is a continuing emphasis in the United States on improving students’ mathematical abilities, and one approach is to better prepare teachers. To investigate the potential usefulness of Lesson Study to better prepare teachers, one author set out to conduct action research on his classroom practice. Specifically, he sought to determine whether using Lesson Study with preservice secondary mathematics teachers might better prepare students to be teachers. The participants were preservice teachers who were enrolled in a mathematics methods course in an undergraduate teacher preparation program at a private university. The researcher served as a participant observer who implemented an innovation, Lesson Study, in his classroom and observed the effect on students. Lesson Study engaged the preservice teachers in collaboratively creating, field testing, revising, and re-teaching lessons in their field placement classroom. Data were weekly reflections and summative interviews of the preservice teachers. The researcher found that Lesson Study was an effective strategy for enhancing the efficacy of preservice teachers. Action research showed the importance of collaborative lesson preparation, practice teaching, and observations of other teachers. The preservice teachers successfully transitioned from teaching in the methods classroom to their field-experience classroom, which enhanced their confidence as they entered student-teaching.

Staff Development to Provide Intentional Language Teaching Technology-Rich K-8 Multicultural Classrooms

Abstract Teams of pre-service and in-service elementary teachers attended workshops, learned technology applications, and designed curricular units that incorporated technology during staff development accomplished through a Preparing Tomorrows Teachers to Use Technology (PT3) U.S. Department of Education grant. Training focused on development of Units of Practice (UOP) with integration of technology, academic standards, and the ESL Standards for Pre-K-I2 Students (TESOL, 1997). Teacher teams infused strategies for culturally and linguistically diverse students to provide intentional language teaching for English language learners. Although the Practicum Plus Program was found to be effective, the authors noted difficulties encountered in recruiting participants.

Word Problem Solving in Middle Grades Mathematics

AbstractThe purpose of this project was to synthesize a step by step problem solving plan for routine mathematical word problems and to investigate its usefulness. A review of middle grades mathematics textbooks identified nine commonly recommended steps to problem solving. Those same nine steps were supported in the literature of problem solving. Sixth and eighth grade students (n=302) solved 10 two-step, routine word problems using the step by step plan. The problem solving plan predicted 66% of the observed variance in the problem solutions. The individual steps uniquely contributing most were Choosing the correct operations (31%), Identifying the facts (14%), Identifying the question (8%), and Computing the answer (5%). Other steps contributed lesser amounts. The eighth grade data considered separately indicated that the step of Diagramming (12%) contributed significantly compared to sixth grade Diagramming (4%).

Faculty members’ responses to implementing re-envisioned EdD programs

Limitations of the education doctorate (EdD) and the emergence of professional practice doctorates have influenced those offering the EdD to re-envision, re-define, and reclaim the EdD as the degree of choice for the next generation of educational leaders. Colleges of education faculty members have used the Carnegie Project on the Education Doctorates (CPED) working principles to redesign EdD programs to make them more relevant to educational leaders. Faculty members’ perceptions of program revisions, participation in CPED, implementation of redesign efforts, factors influencing revision, and so on were assessed using closed- and open-ended items in an online survey. Results indicated variables from Rogers’ theory of diffusion and adoption of an innovation and CPED working principles were useful in understanding program redesign efforts, changes, implementation efforts, and outcomes. Moreover, quantitative and qualitative data were complementary. This work has implications for EdD program design, program leaders, faculty members, and students participating in such programs.