Online Mathematics Methods Course Evaluation: Student Outcomes, Generalization and Pupil Performance

Document Type

Article

Journal/Book Title/Conference

Teacher Education and Special Education

Volume

30

Issue

4

Publication Date

2007

First Page

199

Last Page

216

Abstract

NCLB requires states to provide highly qualified educators for all students. Highly qualified educators should have content knowledge in the areas they teach and the pedagogical expertise to produce student educational gains. In this study, researchers examined the effects of an online mathematics methods class on preservice teachers’ knowledge of instructional planning, classroom instructional planning performance; and classroom pupil outcomes in mathematics. Preservice teachers acquired instructional planning skills taught through online instruction and utilized these skills in a subsequent classroom placement. Instructional planning combined with classroom supervision contributed to an increase in pupil’s mathematics performance. Results are discussed in terms of participant acquisition of online course materials, classroom application of course materials, and pupil outcomes in mathematics.

Comments

Originally published by SAGE Publications.

Publisher’s PDF available to USU students and faculty through remote link.

Link to Full Text

Share

COinS