Tracking Transfer of Reform Methodology from Science and Math College Courses to the Teaching Style of Beginning Teachers of Grades 5-12

Authors

E. Judson, Arizona State University
D. Sawada, University of Alberta

Publication Date

2002

Abstract

The purpose of this study was to determine if reformed science and math courses at community colleges and the university were impacting education majors as they began a teaching career. The reformed courses, in contrast to typical lecture classes, implemented inquiry-based methods that emphasized deep understanding of fundamental science and math concepts. Trained evaluators, utilizing the Reformed Teaching Observation Protocol (RTOP) gathered a total of 86 classroom observations to gauge the level of reform that beginning teachers (one to three years’ teaching experience) were implementing in grades 5-12. The pre-service experience of the beginning teachers varied from having had zero to four reform courses. Results indicated that teachers who had completed reform college courses instructed in a significantly more reformed manner. Furthermore, analysis of years of teaching experience revealed that, while both control and experimental groups achieved higher RTOP scores as they progressed from year to year, the experimental group significantly outpaced their counterparts.

Volume

5

Issue

1

First Page

189

Last Page

207

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

DOI

https://doi.org/10.25891/FZ78-1847

Recommended Citation

Judson, E. and Sawada, D. (2002) "Tracking Transfer of Reform Methodology from Science and Math College Courses to the Teaching Style of Beginning Teachers of Grades 5-12," Journal of Mathematics and Science: Collaborative Explorations: Vol. 5: No. 1, Article 19.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol5/iss1/19