scholarly journals A principal's influence on teacher attrition : a case study analyzing the perspectives of middle school teachers and their leadership within a southwest Missouri school district

2014 ◽  
Author(s):  
Katy H. Rudolph
Keyword(s):  
Middle School ◽  
School District ◽  
Middle School Teachers ◽  
Teacher Attrition ◽  
School Teachers ◽  
Missouri School District

Middle School Teachers' Sensemaking of Job-Embedded Learning

2017 ◽  
pp. 453-480 ◽  
Author(s):  
Brandi Wade Worsham
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
School Context ◽  
Learning Experiences ◽  
Future Research ◽  
School Teachers ◽  
School Day ◽  
Research Findings ◽  
Job Embedded Learning

The purpose of this chapter is to discuss a multi-case study on how middle school teachers constructed understandings of their job-embedded learning experiences. The aim of the study was to explore how teachers made sense of and gave meaning to their learning experiences that occurred during the school day as they engaged in the work of being a teacher. Job-embedded learning experiences referred to any formal or informal learning opportunity that was grounded in the context of the school day and characterized by active learning and reflection. This chapter includes a detailed overview of the literature on effective professional development and the characteristics of job-embedded learning as each relates to the middle school context; the background and significance of the study; a description of the research design, methods, and procedures; a discussion of the research findings and subsequent implications for educators; and suggestions and recommendations for practice and future research.

scholarly journals Using Student-Centered Projects To Teach Mathematics Content Standards To Middle School Teachers II (The Second Course)

2006 ◽  
Vol 3 (9) ◽  
Author(s):  
Carryn Bellomo
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
School District ◽  
Middle School Teachers ◽  
Content Standards ◽  
College Level ◽  
School Teachers ◽  
Mathematical Content ◽  
Clark County ◽  
Clark County School District

Teaching and learning standards across the country are becoming more content driven, especially in mathematics.  As such, it is essential to develop substantive college level math courses for pre-service and in-service teachers.  These courses should deliver mathematical content in a relevant way.  Teachers must not only be proficient in their subject, but also recognize how to apply content meaningfully to student’s lives.  As part of a grant funded through the Department of Education in coordination with the Clark County School District, I have designed two college level courses that will deliver mathematical content standards to middle school teachers.  These courses will help prepare teachers at the middle school level by focusing on mathematical content, making connections within the curriculum, using technology, and enhancing the role of mathematics in everyday life and problem solving.  This paper extends the concepts provided in [1].  The primary purpose of this paper is to share with the academic community the projects used to develop content understanding in mathematics topics such as:  spatial relationships, geometry, problem solving, reasoning, mathematical modeling, financial and economic analysis, and probability.  This paper will present these projects, and tie them to mathematics standards outlined in the Clark County School District (and state of Nevada).

Middle School Teachers and Undergraduate Mentors Collaborating for Culturally Relevant STEM Education

2021 ◽  
pp. 004208592110584
Author(s):  
Meredith W. Kier ◽  
Lindy L. Johnson
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Culturally Relevant ◽  
Urban School District ◽  
School Teachers ◽  
Culturally Relevant Education ◽  
Curriculum And Pedagogy ◽  
Multiple Case ◽  
Relevant Education

This qualitative multiple case study explores the collaborations between three STEM middle school teachers and three STEM undergraduate mentors of color in an urban school district. Drawing on sociocultural theories and literature on culturally relevant education, we used a comparative thematic approach to explore how mentors contributed to culturally relevant opportunities in STEM curriculum and pedagogy. We found that the partners’ STEM identities, how the teacher positioned the mentor in the learners’ experience, and the teachers’ philosophy of the purpose of engineering influenced the contribution undergraduate mentors could make to rigorous and equitable engineering instruction.

Mathematical Explorations: A Treasure Hunt: Reflecting, Translating, and Rotating Points on a Coordinate Map

2007 ◽  
Vol 13 (5) ◽  
pp. 316-320
Author(s):  
Carryn Bellomo
Keyword(s):  
Middle School ◽  
School District ◽  
Middle School Teachers ◽  
Eighth Grade ◽  
University Campus ◽  
School Teachers ◽  
Clark County ◽  
Eighth Grade Students ◽  
Local Map ◽  
Clark County School District

Middle school teachers in Clark County School District, Nevada, have found the following geometry activities effective with sixth-, seventh-, and eighth-grade students when they study translations, rotations, and reflections of points in the plane. Students use a local map, in this case a university campus map, to find particular points under a translation, rotation, reflection, or composite of these symmetries. Teachers might choose to customize the lesson for their students with a map from their community, preparing clues similar to those in this activity using familiar locations.

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