Wenger's theory of learning proposes the concepts of "participation" and "reification" as dimensions of educational design. Based on this proposal, this position paper looks at the design of one Mathematics Professional Development Program (MPDP) through the lenses of these concepts. We argue that the "reification"…

We recognise that though teachers may participate in various forms of professional development (PD) programmes, learning that they may have gained in the PD may not always lead to corresponding perceivable changes in their classroom teaching. We offer a theoretical re-orientation towards this issue by introducing a construct we term…

Prospective elementary teacher (PSET) education programs vary greatly in the courses and course sequences employed to prepare their students. This article explores potential tradeoffs that arise for mathematics teacher educators, PSETs, and their future students due to the choices PSET education programs make regarding their design. Specifically,…

This article examines how one public university helped address student plagiarism through a collaboration between the Math and Writing Center and the Office of Student Conduct and Integrity. Included is a thorough discussion of how the program was designed, the roles each office played, and how the two areas collaborated to assess success. Since…

In this article, we argue that teaching is and should be a central element to learning to teach, particularly as teacher education once again turns toward practice. From this perspective, we must elaborate how such a shift addresses the need to bridge the gap between knowledge for teaching and knowledge from teaching, between theory and practice,…

This article describes the positive outcomes of a 3-week residential program on mathematics problem solving for gifted rising high school seniors. The program incorporated a curriculum that integrated five process standards espoused by the National Council of Teachers of Mathematics including problem solving, reasoning and proof, communication,…

As one of five field studies in the National Assessment of Chapter 1, this project studied the design and operations of the Chapter 1 program at the point of service delivery. Examination of the program at 24 schools revealed the following: (1) inflationary pressure on Chapter 1 budgets affected design decisions among schools; (2) cross-site…

This report describes a new approach to teaching science, math, and technology to students, especially girls, with disabilities, who frequently do not have access to appropriate instruction in these critical areas for future academic success. Many specific suggestions, along with a sample lesson that can be used immediately, are presented as part…

The Act To Encourage the Expansion of Remedial Education Programs During Summer (P.A. 85-576), passed by the Connecticut General Assembly, provided local and regional boards of education with the opportunity to offer students in grades K through 8 remedial summer school services. Summer Incentive monies were granted to 25 programs from Fiscal Year…

This report describes a program created specifically to address the fact that individuals with disabilities, especially girls, have been widely under-served and under-educated in the areas of science, math, and technology. The "Daughters with Disabilities" project was designed to encourage more girls with disabilities from five inner-city schools…

In its fourth year, Project CHAMP (Chinese Achievement and Mastery Program) provided instruction in English as a second language (ESL), native language arts, mathematics, science, and social studies to 728 limited-English-speaking Chinese immigrant students in grades nine through twelve at three schools. Content-area classes were taught in English…

A bilingual education program in two New York City elementary schools is evaluated. The program served 369 students, most of them limited-English-proficient native Spanish-speakers, providing supplementary instructional services in English as a Second Language (ESL), native language arts, and mathematics in the context of architecture. The report…

A review of 35 reports evaluating 27 two-way bilingual education programs is reported. All programs represented meet basic criteria for language of instruction, student characteristics, and emphasis on developing bilingualism. The review examined program characteristics and student outcomes, when available. Results are summarized in the following…

The final evaluation of an English-as-a-Second-Language and mathematics basic skills program, provided by a college, for limited-English-proficient workers in a manufacturing company, is presented. The program was originally designed to teach job-related skills, but was amended by managers to build worker self-esteem and worker participation in…