Elementary teachers' conceptions of mathematics staff development and their roles as workshop leaders

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Diane Lee Frost (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
George Bright

Abstract: This study was designed to investigate the effects on elementary teachers when they assumed roles as mathematics workshop leaders. The subjects were 45 elementary teachers who participated in Statistics Educators Institutes (SEIs) at five university sites in North Carolina during spring and summer of 1994. The SEIs were designed to prepare the teachers to become workshop leaders in TEACH-STAT, a professional development program designed to improve instruction of statistical concepts for elementary children. Three survey instruments comprised of Likert-type and open-ended items were used to collect information about teachers' (a) conceptions of effective staff development and teaching adults, (b) pedagogical content knowledge, and (c) concerns about TEACHSTAT and their roles as change facilitators. Each survey was administered three times: (a) before the SEI, (b) at the conclusion of the SEI but before the teachers taught a TEACH-STAT workshop, and (c) after teaching a two-week summer TEACH-STAT workshop. Interviews conducted with some participants at the same three times provided additional information for four case studies.

Additional Information

Language: English
Date: 1995
Mathematics $x Study and teaching (Elementary) $z North Carolina
Elementary school teachers $z North Carolina $x Attitudes

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