Departmentalization for Mathematics: Is It Beneficial for the Teacher, Students, and Teacher Candidates?

Autor/inn/en	Eichhorn, Melinda S.; Lacson, Courtney
Titel	Departmentalization for Mathematics: Is It Beneficial for the Teacher, Students, and Teacher Candidates?
Quelle	In: Journal of Educational Research and Practice, 9 (2019) 1, S.124-131 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eichhorn, Melinda S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8693
Schlagwörter	Mathematics Achievement; Mathematics Tests; Scores; College School Cooperation; Practicums; Teaching Methods; Preservice Teacher Education; Elementary School Teachers; Departments; Models; Massachusetts + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Practicum; Praktikum; Praktika; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Department; Abteilung; Analogiemodell; Master-Studiengang
Abstract	Studies have shown that both the departmentalized and self-contained models of instruction can help students achieve strong mathematics scores on standardized tests, and school administrators must consider their teachers and students when deciding on an instructional model. However, little research has considered the effect of the instructional model on initial license teacher candidates and school-university partnerships. Drawing from a Massachusetts college's experience with practicum placements for elementary candidates pursing a generalist license (Grades 1-6), implications for teacher preparation programs are explored as more upper elementary classrooms move to a departmentalized model for mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01