Content and Instructional Strategies: Results of an MSP workshop
Session Format
Presentation Session (45 minutes)
Target Audience
Post Secondary Education
Location
Workshop 1 (ELAB 21)
Abstract for the conference program
The conference proposal will explore elements of the two year workshop that support hands-on, research based professional development in contrast to how our participants engaged in activities. Specifically, the presentation will discuss the results of a two year math and science partnership (MSP) workshop funded by a state grant that partnered faculty from a university with over thirty teachers from a local county. Gains in pre-test to post-test scores, rubric self-evaluation trends, and classroom observation trends will be discussed as evidence of teacher growth. While analyzing results, the presenter will discuss and explore how workshops can model best practices of STEM education and changing teacher practice through an intensive two year program of professional development. The presentation and research discuss findings which add to the current literature as to best practices in professional development in relation to existing programs in today’s k-12 schools.
Proposal Track
R2: Completed Projects
Start Date
3-22-2019 9:30 AM
End Date
3-22-2019 11:00 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Smith, Janel, "Content and Instructional Strategies: Results of an MSP workshop" (2019). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 4.
https://digitalcommons.georgiasouthern.edu/stem/2019/2019/4
Content and Instructional Strategies: Results of an MSP workshop
Workshop 1 (ELAB 21)
The conference proposal will explore elements of the two year workshop that support hands-on, research based professional development in contrast to how our participants engaged in activities. Specifically, the presentation will discuss the results of a two year math and science partnership (MSP) workshop funded by a state grant that partnered faculty from a university with over thirty teachers from a local county. Gains in pre-test to post-test scores, rubric self-evaluation trends, and classroom observation trends will be discussed as evidence of teacher growth. While analyzing results, the presenter will discuss and explore how workshops can model best practices of STEM education and changing teacher practice through an intensive two year program of professional development. The presentation and research discuss findings which add to the current literature as to best practices in professional development in relation to existing programs in today’s k-12 schools.
