Browsing by Author "Bush, Sarah B."
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Item De-siloing Prospective Teachers' Experiences in Secondary Methods Courses(2022-02) Safi, Farshid; Andreasen, Janet; Bush, Sarah B.; Desai, Siddhi; Schmidt, Ashley; Tazehkand, Shahabeddin Abbaspour; Amick, Lisa; Mohr-Schroeder, Margaret; Rakes, ChristopherItem A Highly Structured Collaborative STEAM Program: Enacting a Professional Development Framework(J-STEM) Bush, Sarah B.; Cook, Kristin L.; Ronau, Robert N.; Rakes, Christopher R.; Mohr-Schroeder, Margaret J.; Saderholm, JonItem Making teacher PD effective using the PrimeD framework.(New England Mathematics Journal, 2017) Rakes, Christopher R.; Bush, Sarah B.; Mohr-Schroeder, Margaret J.; Ronau, Robert N.; Saderholm, JonItem Mathematics achievement and orientation: A systematic review and meta-analysis of education technology(Elsevier, 2020-06-16) Rakes, Christopher R.; Ronau, Robert N.; Bush, Sarah B.; Driskell, Shannon O.; Niess, Margaret L.; Pugalee, David K.Item Mathematics education technology professional development: Changes over several decades.(IGI Global, 2016) Driskell, Shannon O.; Bush, Sarah B.; Ronau, Robert N.; Niess, Margaret L.; Rakes, Christopher R.; Pugalee, David K.; EducationThe effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachers’ knowledge for integrating technologies as effective mathematics learning tools. To inform such opportunities, this study examined the contents of published mathematics education technology professional development papers over several decades using Sztajn’s (2011) standards for high quality reporting in mathematics professional development research studies, the Technological Pedagogical Content Knowledge framework, and the Comprehensive Framework for Teacher Knowledge. Both the Professional Development Implementation and Evaluation Model and Education Professional Development Research Framework are recommended for further guidance on reporting key features of mathematics education technology professional development.Item The Quality of Mathematics Education Technology Literature(Public Knowledge Project (PKP), 2015-01-05) Ronau, Robert N.; Rakes, Christopher R; Bush, Sarah B.; Driskell, Shannon O.; Niess, Margaret L.; Pugalee, DavidItem Structuring Integrated STEM Education Professional Development: Challenges Revealed and Insights Gained from a Cross-Case Synthesis(EJRSME, 2020-03-31) Bush, Sarah B.; Mohr-Schroeder, Margaret J.; Cook, Kristin L.; Rakes, Christopher R.; Ronau, Robert N.; Saderholm, JonItem Structuring Secondary Mathematics Teacher Preparation Through a Professional Development Framework(IJRES, 2022-12) Rakes, Christopher; Saderholm, Jon; Bush, Sarah B.; MohrSchroeder, Margaret J.; Ronau, Robert N.; Stites, MicheleThis study examined the use of the PrimeD framework to improve secondary (Grades 7-12) mathematics teacher preparation. The study used design-based research through a four-year treatment-only mixed methods triangulation design. Data sources were program documents and assessments, focus groups, interviews, and field experience observations. The Reformed Teaching Observation Protocol with Performance Descriptors (RTOP+) measured candidates’ teaching quality at three time points during the student teaching internship. As the program incorporated more features of PrimeD, supervisors and mentor teachers increasingly took on leadership roles and each subsequent cohort demonstrated stronger growth on the RTOP+Item A Survey of Mathematics Education Technology Dissertation Scope and Quality: 1968–2009(SAGE, 2014-10-01) Ronau, Robert N.; Rakes, Christopher R; Bush, Sarah B.; Driskell, Shannon O.; Niess, Margaret L.; Pugalee, David K.We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality. Dissertation studies earned an average of 64.4% of the possible quality points across all methodology types, compared to studies in journals that averaged 47.2%. Doctoral students as well as their mentors can play a pivotal role in increasing the quality of research in this area by attending to the QF categories as they plan, design, implement, and complete their dissertation studies. These results imply that mathematics education technology researchers should demand greater clarity in published papers through the preparation of their own manuscripts and how they review the works of others.Item Teaching Mathematics with Technology: TPACK and Effective Teaching Practices(MDPI, 2022-02-18) Rakes, Christopher; Stites, Michele; Ronau, Robert N.; Bush, Sarah B.; Fisher, Molly H.; Safi, Farshid; Desai, Siddhi; Schmidt, Ashley; Andreasen, Janet B.; Saderholm, Jon; Amick, Lisa; Mohr-Schroeder, Margaret J.; Viera, JulianThis paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP²) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP² results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP² was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.