Category Archives: Mathematics, Science, and Instructional Technology Education (MSITE)

News from the Mathematics, Science, and Instructional Technology Education Department

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Not One, Not Two, but Many ECU Award Recipients!

At its 44th Annual North Carolina Council of Teachers of Mathematics (NCCTM)  Conference held in Greensboro, NC on 30-31 October 2014, ECU was featured mightily during the Awards Ceremony.  Two ECU Mathematics Education faculty, Dr. Ron Preston and Dr. Rose Sincrope were recognized with the highest honor that NCCTM can bestow, the W. W. Rankin Award.  MATE senior, Rebekah Currie, double majoring in a BS Mathematics Education and a BA in Mathematics won the Outstanding Mathematics Education Student from the Eastern Region award.  Several alumni also were recognized as the Outstanding Secondary Mathematics Teacher for their school districts.  Congratulations to:

W.T. Edwards, Columbus Co. – Class of ’11
Jennifer Simmons, Onslow Co. – Class of ’97, current student MAEd IT (Onslow Cohort)
Renea Baker, Pitt Co. – Class of ’92

ECU rises to the top once again!

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Dr. Preston Recieves Highest Honor at NCCTM Conference

During the 44th Annual North Carolina Council of Teachers of Mathematics (NCCTM)  Conference held in Greensboro, NC on 30-31 October 2014, Dr. Ron Preston was presented the W. W. Rankin Memorial Award for Excellence in Mathematics Education, the highest honor that NCCTM can bestow upon a member.

According to the Chair of the W. W. Rankin Award Committee, Dr. Lee V. Stiff, “Dr. Preston is universally regarded as an excellent mathematics teacher, a scholar of mathematics education, and as a person whose service to NCCTM and the teachers of NC is exemplary.”

Dr. Ron Preston has enhanced the quality of mathematics education in North Carolina through his service at East Carolina University in the Department of Math, Science, and Technology through his teaching, his advising and his role as Director of Students.  Through his involvement in the greater community, he has been instrumental in the success of such programs as: the North Carolina Project in Improving Mathematics, the Noyce Scholars Program, and the North Carolina Middle Math Project.

Dr. Preston has provided leadership to the North Carolina Council of Teachers of Mathematics (NCCTM) having served as: the Program Chair of two Annual Conferences, a member of the Board of Directors and the Executive Board, and a Regional President. Currently, Ron is the newly-elected President of NCCTM He assumed his position as president-elect on 1 May and will serve in that position for a year, becoming president for a two-year term on 1 May 2015.

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Math Club Receives an “Insider’s View of Getting a Job”

On Wednesday, October 22, 2014, the Gamma Student Chapter of NCCTM hosted a 12 person panel consisting of principals, math department chairs/lead grade level math teachers, and a director of human resources.  These “insiders” represented elementary, middle, and high school mathematics and shared their knowledge from a combined 185 years of educational expertise.  The full panel was introduced to an audience that consisted of approximately 50 students and six Mathematics Education faculty members before breaking into smaller subgroups for elementary, middle, and high school.  The conversations within the smaller groups provided the opportunity for panel members to share unique insight for their given educational context, and for Gamma students to ask important questions about not only the hiring process, but also how to become the best math teacher possible. One main theme heard from panel members in each subgroup was that they are looking for, “good math teachers that want to be great math teachers” and that there are supports in place to help them achieve greatness in the math classroom.

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Our sincere thanks goes out to the “insider” panel, consisting of the following individuals:

Elementary

  • Chena Cayton – Principal, Wahl-Coates Elem School, Pitt County
  • Karin Stefko – Kindergarten Teacher, Wahl-Coates Elem School, Pitt County
  • Coni Clark – Third Grade Teacher, Wahl-Coates Elem School, Pitt County

Middle Grades

  • Charlie Langley – Principal, CM Eppes Middle School, Pitt County
  • Barskdale Thompson – Sixth Grade Teacher, CM Eppes Middle School, Pitt County
  • Kristen Coleman – Sixth Grade Teacher, CM Eppes Middle School, Pitt County
  • Thomas Sisson – Seventh Grade Teacher, CM Eppes Middle School, Pitt County

High School

  • Jerry Simmons – Principal , New Bern High School, Craven County
  • Brad Johnston – Principal , Farmville Central High School, Pitt County
  • Renea Baker – Dept Chair , DH Conley High School, Pitt County
  • Tina Petty – Dept Chair, Southside High School, Beaufort County

Human Resources

  • Delilah Jackson – Director of Human Resources, Pitt County Schools

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ICYMI – Co-Teaching, “A New Model for Student Teaching.”

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Sarah Young ‘13 leads a group of kindergarten students in Amy McGregor’s classroom at Wintergreen Primary School in Greenville. She was one of two ECU students assigned to that classroom for their spring semester internship as part of the Co-Teaching Program in ECU’s College of Education.

The fall 2013 issue of ECU’s East magazine featured the Co-Teaching initiative in the ECU College of Education as an exciting and innovative new practice, “A New Model for Student Teaching.”

Co-Teaching provides a comprehensive and rigorous experience for interns and enhances the quality of learning for P12 students. The Co-Teaching partnership enables clinical teachers to provide consistent mentoring, giving interns the time and support necessary to gain skills and the confidence required to teach successfully.

Since this article was published, the Co-Teaching initiative has grown from a few interns to 111 interns in 91 classrooms, representing seven teacher preparation programs at ECU. Such growth would not be possible without strong public school partnerships.  Greene County Schools liaison to the Latham Clinical Schools Network at ECU, Gwen Smith, says her teachers are:

“just beginning to understand what a wonderful model (co-teaching) could be.”

“Over the past years, (fear of relinquishing the classroom) has been the biggest (deterrent),” Smith said. “They tell me ‘I can’t take an intern this year.’ But anytime you’ve got more than one teacher in the classroom, the students are certain to benefit.

“We want to get our best teachers for these interns—our master teachers. This 2-1 model works better.”

The Co-Teaching initiative’s team of lead faculty—Judy Smith, Liz Fogarty, Christina Tschida, and Vivian Covington—is actively working not only to improve and expand the initiative, but also to study its impact on clinical practice, the focus of NCATE’s Standard 3. Early co-teaching research is focusing on candidate learning outcomes and candidate efficacy in co-teaching settings. Preliminary findings indicate:

  • Co-Teaching interns significantly outperformed non-Co-Teaching interns on two rubrics on the edTPA: Subject-Specific Pedagogy and Using Assessment to Inform Instruction.
  • When surveyed, Co-Teaching interns indicated a higher degree of self-efficacy in their ability to differentiate instruction than that indicated by non-Co-Teaching interns.

For more on Co-teaching and NCATE Standard 3, see the ECU TI IR, Standard 3.

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CAEP Prep: Meeting Standard 1 – Candidate Knowledge, Skills, and Dispositions

Since the 2006 NCATE visit, the ECU EPP developed several of its Pirate CODE innovations as specific enhancements to current curricula to improve program quality and address significant issues in the field. Several Pirate CODE innovations influence how the EPP meets Standard 1: Candidate Knowledge, Skills, and Disposition. This post highlights two Pirate CODE innovations supporting the EPP’s efforts to meet Standard 1 as part of ECU’s Transformation Initiative. For more detail visit ECU’s online exhibit room for Standard 1.

The VGR model introduces a conceptual framework for novice teacher candidates’ observations by using video clips as common and shared texts that are a standardized and efficient means for guiding classroom observation experiences. VGR requires teacher-candidates to: (1) view a series of four classroom-based videos (one video per week); (2) complete a structured observation protocol in Taskstream™ after watching each video; and (3) participate in a full-class debriefing discussion with classmates and one faculty member following each video observation. During these debriefing sessions, faculty intentionally model how classroom teachers may or may not think about the events shown in the video. Through prompting questions and comments, faculty encourage candidates to see classrooms from the perspective of a teacher, rather than through the lens of a P-12 classroom student, a position that teacher candidates have occupied for most of their academic careers. The overarching goal of the VGR model, then, is to provide teacher candidates with structured opportunities to develop the observation skills necessary to focus on elements of quality instruction.

The need to develop student understanding at the declarative, procedural, and conditional levels is a cornerstone of the TQP grant. This type of module series facilitates a developmental progression of knowledge and understanding in a consistent and coherent manner in baccalaureate coursework (PT3 Group at Vanderbilt, 2003; Schwartz, D. L., Lin, X., Brophy, S., & Bransford, J. D. ,1999b ; Bransford, J. D., Vye, N., Bateman, H., Brophy, S., & Roselli, B. J., 2004; Brophy, S. P., 2000). There are three ECU ISLES modules addressing ten research-based strategies. The strategies were identified from a list of 28 strategies currently being implemented by TQP grant partner districts. The goal of the first module—ISLES 1—is to teach pre-service candidates what exactly the strategies are (which is deemed “declarative knowledge”). The second module—ISLES 2—is designed to teach pre-service candidates how to use these strategies (which is considered “procedural knowledge”). The third module—ISLES 3—guides candidate development about when to use certain strategies (otherwise referred to as “conditional knowledge”). Each ISLES module is embedded in program coursework within ELMID and Special Education programs. The end result is a comprehensive series of online modules designed to build pre-service candidates’ understanding and use of research-based instructional strategies. Assessments collected in Taskstream™ provide data from the modules that are available to lead faculty for practice-based research.

 

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COE Faculty Instilling Confidence, Inspiring Success

In a recent interview, senior Elementary Education (with a concentration in Science) major, Beth Wantz, credits COE and MSITE faculty with having a profound influence on her life.  She feels that they “truly care” about their students and go above and beyond to help them succeed.  She gives particular credit to Tammy Lee, explaining that, “Mrs. Tammy Lee has inspired me in so many different ways.  She has pushed me with my assignments and lessons throughout my college career because she knows what I am capable of doing.  Mrs. Lee has given me many opportunities outside of school that will greatly benefit me as a teacher, such as taking me to the National Science Teacher Association Conference in the fall of 2013.  With doing this, Mrs. Lee has given me the confidence that every effective teacher must have in order to benefit their students.  Mrs. Lee has also taken the time to teach me how to be a good teacher and a good person.  She is my biggest influence and my role model.”

Teachers teaching teachers–clearly a step in the right direction.

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Science Education Club on the Path to National Recognition

It’s official!  The Science Education Club has completed all the requirements and workshops to be officially registered as a student organization at East Carolina University.  This has been a two year project that was finalized by the work of graduate student Megan Garner, and undergraduate elementary science concentration students: Beth Wantz, KC Hart, Kayla Sager, and Lauren Brewington.  The club is under the direction of faculty adviser, Tammy D. Lee who speaks with pride of the student’s accomplishment, “We are very excited to have this recognition at the university level so we can now apply for national recognition at the National Science Teacher’s Association.  The students have been diligent in their work and pursuit of this recognition which demonstrates their dedication and desire to be a part of science education and to have others participate in a student organization of a collected interest, Science! I am honored to be a part of this journey with these students.”  For more information about the Science Education Club visit them at their website or contact Tammy D. Lee at leeta@ecu.edu.

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Dr. Sugar Publishes Study in Tech Trends

Dr. William SugarDr. William Sugar has published an article in the current issue of Tech Trends.  The article, Development and formative evaluation of multimedia case studies for Instructional Design and Technology students describes the development of three case studies that included a combination of multimedia production and instructional design skills within a particular setting.  These case studies incorporated real-life incidents from 47 professional instructional designers. Download the full article.

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Dr. Abbie Brown Continues to Collect Awards: His Latest, “Immersive Learning Award”

Abbie Brown, a Professor in the College of Education’s Instructional Technology program, is a recipient of an Immersive Learning Award for his podcast series, Trends & Issues in Instructional Design, Educational Technology,& Learning Sciences. The award is sponsored by the Association for Educational Communications and Technology (AECT), and recognizes media production projects that contribute to the field of instructional technology and demonstrate significant increase in learning. The podcast is co-produced by Professor Brown and Professor Tim Green of California State University, Fullerton.

Using the app Flipboard to collect articles related to instructional technology from a wide variety of education, science, and design sources, Brown and Green publish, Trends & Issues in Instructional Design, Educational Technology, & Learning Science (http://flip.it/Iy0rD ). To synthesize the instructional technology trends and major issues reflected by the articles presented in their Flipboard magazine, Brown and Green produce a bi-weekly podcast, Trends & Issues in Instructional Design, Educational Technology, & Learning Sciences, available through iTunes, the audio-content site, Stitcher (http://www.stitcher.com ), and their own podcast website,  http://trendsandissues.com.

Brown says, “I’m gratified that the podcast series is popular. My colleague, Tim and I are a bit in awe of its reach. The Flipboard magazine has over 12,500 readers, and the podcasts have been downloaded to every continent except Antarctica.”

Rebekah Currie

Mathematics Education Student Named Outstanding!

NCCTM_logoCongratulations to Rebekah Currie, named the Outstanding Mathematics Education Student from the Eastern Region of North Carolina Council of Teachers of Mathematics (NCCTM)!!!

Rebekah is a senior double major (BS Mathematics Education and BA Mathematics), Maynard Scholar, member of the Honors College, member of the Phi Eta Sigma National Honor Society, intern at South Central HS, student worker in the MSITE office, Vice-President of the Gamma Chapter, and is very active in the community. Rebekah was nominated by the faculty, provided professional information and experiences for the nomination form, and then her materials were considered by the NCCTM Awards Committee.