Date of Award/Publication
2003
Document Type
Thesis
Degree Name
MS in Mathematics, Science, and Technology Education
Abstract
Based on the literature, the largest stumbling blocks to curricular reform at the elementary level are a lack of teacher math content knowledge and a lack of modeling of standards-based classroom practices. This study examines the effect on classroom .practices, especially in the area of teacher initiated, critical thinking questions, when these barriers are removed by providing teachers with sustained, standards-based professional development that: expands content knowledge through modeling, hands-on, inquiry-based, constructivist teaching, models and emphasizes the use of critical thinking questions, encourages collaborative learning, and provides immediate opportunities for implementation and reflective practices.
Recommended Citation
Walker, Elizabeth T., "The Effect of Standards-Based Professional Development in Content Knowledge and Questioning Techniques on Classroom Practices of Fourth Grade Teachers" (2003). Mathematical and Computing Sciences Masters. Paper 54.
https://fisherpub.sjf.edu/mathcs_etd_masters/54
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.