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The Work of Elementary Mathematics Specialists: Findings From the STEAM Project
Mon, April 25, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Tower, Ground Level, Pacific Ballroom 19Session Type: Structured Poster Session
Abstract
In this structured poster session, we present findings from a variety of facets of the Studying Teacher Expertise and Assignment in Mathematics (STEAM) Project, whose primary goal was to understand how graduates of a multi-institutional Elementary Mathematics Specialist (EMS) program employed their expertise and what impact they had on their schools and students. The STEAM Project included 28 EMSs who were assigned to teaching positions and 33 comparison teachers teaching at the same grade levels in the same or similar schools. Our nine posters include findings regarding models for departmentalization; EMSs' informal leadership practices; EMSs' exercise of agency in light of their professional space and autonomy, differences between EMSs' and their peers in terms of knowledge, beliefs, and teaching practices; and effects on student achievement.
Sub Unit
Chair
Papers
Departmentalized and Tracked: A Case Study of an Elementary Math Specialist (Poster 1) - Kimberly Conner, University of Northern Iowa
Elementary Mathematics Specialists' Agency in Relation to Their Autonomy and Professional Space (Poster 2) - Phi Nguyen, University of Missouri
Elementary Mathematics Specialists' Enactment of Informal Leadership (Poster 3) - Christina F. Sheffel, Missouri University of Science and Technology
Elementary Mathematics Specialists: Relationships Between Teachers' Knowledge, Beliefs, and Instructional Practices (Poster 4) - James E. Tarr, Saginaw Valley State University; Sheunghyun Yeo, Daegu National University of Education
Elementary Mathematics Specialists' Use of Curricular Resources (Poster 5) - Christopher Engledowl, University of Florida
Investigating Differences in Elementary Mathematics Specialists' Provision of Opportunities to Justify (Poster 6) - Christopher A. Austin, University of Southern Maine
Models for Departmentalization at the Elementary Level (Poster 7) - Corey M. Webel, University of Missouri - Columbia
The Impact of Elementary Mathematics Specialist Teachers and Departmentalized Assignment on Student Achievement (Poster 8) - Corey M. Webel, University of Missouri - Columbia; Hyejin Shim, Laureate Institute for Brain Research
The Strength of Relationships Between Reported Practices and Observed Practices for Elementary Mathematics Specialists and Their Peers (Poster 9) - Maria Elizabeth Nielsen Stewart, University of Missouri