Susan L. Swars

An Examination of Research Methods in Mathematics Education (1995-2005)

This mixed methods examination of 710 research articles in mathematics education published in six prominent educational journals during the period 1995-2005 finds that 50% of the studies used qualitative methods only, 21% used quantitative methods only, and 29% mixed qualitative and quantitative methods in various ways. Although the number of mixed methods articles show some variation year to year and journal to journal, there is no discernible trend in the aggregate across this time period for the collection of journals studied. Issues explored include defining research categories and subsequently categorizing studies, balance and dominance between quantitative and qualitative strands, and integration within conclusions.

A cross‐disciplinary examination of the prevalence of mixed methods in educational research: 1995–2005

This study examined the prevalence of mixed methods research published in 11 prominent English‐language international and U.S. national educational research journals from 1995 to 2005. A total of 2381 studies were reviewed by research teams in four educational disciplines: literacy, mathematics, social studies, and science. Of the articles examined, 332 (14%) were identified as using mixed methods. Results suggest little variation across disciplines and across the years in the number of studies using mixed methods. Further, mixed methods, although considered uniquely suited to examine complex educational issues, does not seem to be an increasingly popular research method. Issues in defining and identifying mixed methods in educational research are discussed.

Effects of an Additional Mathematics Content Course on Elementary Teachers' Mathematical Beliefs and Knowledge for Teaching

This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a program with four mathematics content courses and a single mathematics methods course. The results reveal salient benefits of a second methods course that were not evident in the new program with only one methods course. Further, the addition of a fourth content course did not result in notable differences in mathematical knowledge for teaching. In addition, mathematical knowledge for teaching was positively linked to change in pedagogical beliefs about learners, further illuminating the interwoven nature of knowledge and beliefs.

The lived experiences of elementary prospective teachers in mathematics content coursework

Teaching mathematics to elementary children requires highly developed content knowledge, and questions of how teachers acquire this knowledge are of significant concern to teacher preparation programs. Even with research to the contrary, some policy makers in the USA propose additional advanced mathematics courses. One voice that is missing when considering this problem is the voice of the student (i.e. prospective teacher). To address this student‐vacant area of research and acknowledge the important role students should have in shaping research, we conducted a phenomenological inquiry into the experiences of elementary prospective teachers in mathematics content courses. The students described domains of mismatch between the courses and the professional program, affective reactions to the courses, and perceptions of effective classroom practices. These findings should inform decision making in the professional development of elementary teachers.

Professional Development Schools: A Study of Change from the University Perspective.

ABSTRACT Teacher education is under considerable scrutiny, and as often happens with critique, changes are imminent. Levines Educating School Teachers (2006) recently suggested several important changes for teacher education programs, including redesigning the teacher education curricula based on a model of professional development schools (PDSs). As university faculty, we were interested in documenting any changes within higher education that were a result of a PDS reform effort. Consequently, and in response to Levines challenge, we set out to study the impact of PDSs, as perceived by university personnel involved with a PDS program. To begin our study, we reviewed the extant research on changes resulting from PDS work. We then considered Bronfenbrenners (1979) theory of ecological influence to provide a framework for understanding the various perspectives provided by participants in differing roles at the university.