Findings from Inverness Research Associates' Evaluation of the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). Working Paper No. 39

Autor/inn/en	St. John, Mark; Helms, Jennifer; Smith, Anita
Institution	Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM)
Titel	Findings from Inverness Research Associates' Evaluation of the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). Working Paper No. 39
Quelle	(2008), (83 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Graduate Students; Mathematics Education; Program Effectiveness; Administrative Organization; Case Studies; Rural Education; STEM Education; Educational Assessment; Interviews; Elementary Secondary Education; Higher Education; Mathematics Teachers; Professional Development; Student Surveys; Teacher Education; Program Evaluation + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Mathematische Bildung; Case study; Fallstudie; Case Study; Ländliche Erwachsenenbildung; STEM; Education; assessment; Bewertungssystem; Interviewing; Interviewtechnik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerbefragung; Lehrerausbildung; Lehrerbildung; Programme evaluation; Programmevaluation
Abstract	The purpose of this summary is to provide the public with an independent external assessment of ACCLAIM (Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics). The authors draw upon all the knowledge of this Center for Learning and Teaching that they have accumulated in past years, and they refer to that data throughout this report. They begin their assessment by outlining their assumptions about the role and purpose of the Centers for Learning and Teaching (CLT) Initiative, designed and funded by the National Science Foundation: They understand that the primary purpose of the CLT initiative is to build the capacity of the STEM (Science, Technology, Engineering, and Mathematics) field for undertaking future improvement efforts. Again, they base their findings and interpretations on the data that come from three years of interaction with the Center. Specifically the sources include: (1) Interviews with ACCLAIM Faculty, Leadership Institute participants, Professional Development Teams participants, ACCLAIM management team, and doctoral students; (2) Surveys of doctoral students and Teacher Education conference participants; (3) Observations of ACCLAIM major events and programs; and (4) Case studies of graduate students. Appendices include: (1) Case Studies of Individual Acclaim Doctoral Students; and (2) Faculty Interviews. (Contains 10 footnotes.) (ERIC).
Anmerkungen	Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). Research Initiative, McCracken Hall, College of Education, Ohio University, Athens, OH 45710. Tel: 740-593-9869; Web site: http://www.marshall.edu/aamte
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10