Virginia Mathematics Teacher Fall 2016

feel as

Figure 4. TSI subscale results pre- to post- project. All subscales had significant gains pre- to post- using repeated measures t-tests.

comfortable with. I have given up some of the control in the lesson and it has actually worked very well for me and the students. I plan on to continue using all of these types of inquiry in my classroom for now on.” Although the number of teachers in the study is small, only thirteen (13) completed the full year-long, intensive project, the gains were obvious in both measures and through end-of-project interviews and conference presentations. These interviews and presentations can be viewed on the STEM4Teachers.org website under Inquiry Teaching in STEM Videos (http:// www.stem4teachers.org/inquiry-teaching/videos/). Of particular interest to the readers would be the video “Meeting STEM Content Goals Through Inquiry” where two math teachers present math content topics that work well with an inquiry teaching strategy, as well as the video “Inquiry as a Habit of Mind” where partner math and science teachers share how they work together to encourage inquiry thinking in their shared students. Perspective on Elementary Classroom Practices , Japan Review , 22 , 171-200. Bell, R.L., Smetana, L., & Binns, I. (2005). Simplifying Inquiry Instruction. The Science Teacher , 72 (7), 30-33. Carlson, M.O.B., Humphrey, G.H., & Reinhardt, K.S. (2003). Weaving Science Inquiry and Continuous Assessment: Using Formative Assessment to Improve Learning . Thousand Oaks, CA: Corwin Press. Counsell, S.L. (2011). Becoming Science “Experi- References : Arani, M.R.S, Keisuke, F., & Lassegard, J.P. (2010). "Lesson Study" as Professional Culture in Japanese Schools: An Historical

mentors” Tenets of quality professional development and how they can reinvent early science learning experiences. Science and Children, 49(2), 52-56. Granger, J. N., Alouf, J. L., Loboschefski, T., Vinion-Dubiel, A., Yochum, H., Herrington, D., & Yezierski, E. (2011). Assessing Inquiry in STEM Lessons: use of lesson plan analysis to determine the impacts of a teacher professional development program. The Gordon Research Conference on Chemistry Education Research and Practice. Davidson, NC. Jacobs, C.L., Martin, S.N., & Otieno, T.C. (2008). A Science Lesson Plan Analysis Instrument for Formative and Summative Program Evaluation of a Teacher Education Program . Science Education, 92 , 1096- 1126. Communities: The Starting Point for Professional Learning is in Schools and Classrooms. Journal of Staff Development. 32 (4), 16-20. Llewellyn, D. (2007) Inquire within (2nd ed.). Thousand Oaks, California: Corwin Press. Moseley, C. & Ramsey, S. (2008). Elementary Teachers' Progressive Understanding of Inquiry through the Process of Reflection . School Science and Mathematics , 108 (2), 49-57. NRC, National Research Council. (1996). National Science Education Standards . Washington, DC: National Academy Press. Lieberman, A. & Miller, L. (2011). Learning

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