Page 1. MEASURING CHANGES IN TEACHERS' BELIEFS, ATTITUDES, AND DISPOSITIONS RELA... more Page 1. MEASURING CHANGES IN TEACHERS' BELIEFS, ATTITUDES, AND DISPOSITIONS RELATED TO EXPERIENCES IN MATHEMATICS Rachael M. Welder Thomas E. Hodges Cindy Jong Hunter College-CUNY Western Carolina University University of Kentucky ...
Page 1. Reclaiming Teacher Quality: The Case for Social Justice Karen Shakman, Marilyn Cochran-Sm... more Page 1. Reclaiming Teacher Quality: The Case for Social Justice Karen Shakman, Marilyn Cochran-Smith, Cindy Jong, Dianna Terrell, Joan Barnatt, and Patrick McQuillan cochrans@bc.edu Paper prepared for AERA Annual Meeting April 2007 Chicago, IL ...
... reformed teaching was found to be positively related to pupil achievement, with pupils of tea... more ... reformed teaching was found to be positively related to pupil achievement, with pupils of teachers who used reformed teaching practices significantly outperforming pupils who used more traditional methods (ARC Center, 2003; Boaler, 2001; Klein et al., 2000; Senk & Thompson ...
... American Journal of Education May 2008 Authors: Marilyn Cochran-Smith, Karen Shakman, Cindy J... more ... American Journal of Education May 2008 Authors: Marilyn Cochran-Smith, Karen Shakman, Cindy Jong, Diana Terrell, Joan Barnatt, and Patrick McQuillan Page 2. ... focusing on professional competence (Cochran-Smith, Barnatt, Lahann, Shakman, and Terrell in press). ...
Early in the Literacy in the Content Areas course in the last semester of a two-year Bachelor of ... more Early in the Literacy in the Content Areas course in the last semester of a two-year Bachelor of Education program, Keegan (a pseudonym), a teacher candidate in the secondary social studies stream, stated he did not see literacy as his responsibility in high school social studies courses, as he had "just too much curriculum content to cover." A number of other teacher candidates jumped into the conversation and agreed they could not be expected to add literacy to the mandated outcomes for their students in math, science, and other subject areas.
Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs
This chapter describes the implementation of a traditional (face-to-face) and an online module ai... more This chapter describes the implementation of a traditional (face-to-face) and an online module aimed at developing preservice elementary teachers' (PSETs') professional noticing skills and the extent to which participation in these modules affected their attitudes toward mathematics. Using the Attitudes Toward Mathematics Inventory (ATMI; Tapia & Marsh, 2004), statistical analyses revealed significant increases in each of the instrument's four factors (value, enjoyment, motivation, and self-confidence) for those enrolled in a traditional experience, while the online participants experienced significant change in only two factors (enjoyment and self-confidence). Overall, both groups experienced significant improvements in attitudes toward mathematics with no significant differences in the changes between the two groups.
International Electronic Journal of Mathematics Education
This study examined how preservice elementary teachers’ perceptions of past schooling experiences... more This study examined how preservice elementary teachers’ perceptions of past schooling experiences and their experience in a mathematics methods course influenced their attitudes about mathematics’ teaching and learning. Pre- and post-surveys were administered to preservice teachers (n = 75) enrolled in a mathematics methods course at a university in the northeastern United States. The purpose of the surveys was to understand entering attitudes about mathematics, whether those attitudes changed, and why. Findings indicated that perceptions of prior schooling experiences influenced preservice teachers’ initial attitudes about mathematics. Over the course of a semester, however, significant positive changes in preservice teachers’ attitudes and confidence to teach mathematics suggest that experiences in the mathematics methods course were conducive to building on preservice teachers’ prior experiences. We argue that regardless of the nature of preservice teachers’ prior experiences in mathematics, those experiences can provide an effective backdrop for developing attitudes towards mathematics teaching and learning aligned with reform recommendations. Recommendations are made for mathematics teacher educators to build upon entering attitudes and experiences in their mathematics methods courses.
The purpose of this investigation was to examine connections between noticing and bias with a par... more The purpose of this investigation was to examine connections between noticing and bias with a particular focus on how perceptions of race and gender may influence such noticing. Our primary research question was: How and to what extent does bias emerge within preservice teachers’ professional noticing of children’s mathematical thinking of differing races and genders? Results from this study indicate that bias most frequently occurs within the interpreting component of professional noticing, and that manipulating visual stimuli, such as adding a photo to a professional noticing vignette, influences manifestations of bias across race and gender.
Journal of Mathematics Education at Teachers College, 2016
Teaching for social justice is a critical pedagogy used to empower students to be social agents i... more Teaching for social justice is a critical pedagogy used to empower students to be social agents in the world they live. This critical pedagogy has extended to mathematics education. Over the last decade, mathematics education researchers have conceptualized what it means to teach mathematics for social justice, but little is known about preservice teachers’ perspectives on this topic. The purpose of this study was to examine elementary preservice teachers’ conceptions of teaching mathematics for social justice at the beginning and end of a mathematics methods course. Preservice elementary teachers (n = 230) enrolled in mathematics methods coursework at three universities across the United States described what it meant to teach mathematics for social justice in response to an open-ended question on the Mathematics Experiences and Conceptions Surveys.
Mathematics Teacher Education and Development, 2015
Developing and writing assessment items that measure teachers' knowledge is an intricate and ... more Developing and writing assessment items that measure teachers' knowledge is an intricate and complex undertaking. In this paper, we begin with an overview of what is known about measuring teacher knowledge. We then highlight the challenges inherent in creating assessment items that focus specifically on measuring teachers’ specialised knowledge for teaching. We offer insights into three practices we have found valuable towards overcoming challenges in our own cross-disciplinary work to create assessment items for measuring teachers' knowledge for teaching.
In this article, we draw upon Remillard and Bryans’ (2004) categorization of curriculum use in ob... more In this article, we draw upon Remillard and Bryans’ (2004) categorization of curriculum use in observations of two middle-grade teachers’ integration of Standards-based curriculum materials (National Council of Teachers of Mathematics, 1989, 2000). Each teacher participated in a two-year professional development program focused on increasing content knowledge and pedagogical content knowledge, as well as fostering the development of communities of practice within each school site. We introduce the design of the professional development program to explain how the design supported each teacher's use of Standards-based curriculum materials. Results indicated that the existence of site-based communities of practice established during the professional development program afforded one teacher continued opportunities to reflect upon and critique her instructional decisions, whereas the lack of a community of practice at another school site served to limit the integration of Standards-b...
Page 1. MEASURING CHANGES IN TEACHERS' BELIEFS, ATTITUDES, AND DISPOSITIONS RELA... more Page 1. MEASURING CHANGES IN TEACHERS' BELIEFS, ATTITUDES, AND DISPOSITIONS RELATED TO EXPERIENCES IN MATHEMATICS Rachael M. Welder Thomas E. Hodges Cindy Jong Hunter College-CUNY Western Carolina University University of Kentucky ...
Page 1. Reclaiming Teacher Quality: The Case for Social Justice Karen Shakman, Marilyn Cochran-Sm... more Page 1. Reclaiming Teacher Quality: The Case for Social Justice Karen Shakman, Marilyn Cochran-Smith, Cindy Jong, Dianna Terrell, Joan Barnatt, and Patrick McQuillan cochrans@bc.edu Paper prepared for AERA Annual Meeting April 2007 Chicago, IL ...
... reformed teaching was found to be positively related to pupil achievement, with pupils of tea... more ... reformed teaching was found to be positively related to pupil achievement, with pupils of teachers who used reformed teaching practices significantly outperforming pupils who used more traditional methods (ARC Center, 2003; Boaler, 2001; Klein et al., 2000; Senk & Thompson ...
... American Journal of Education May 2008 Authors: Marilyn Cochran-Smith, Karen Shakman, Cindy J... more ... American Journal of Education May 2008 Authors: Marilyn Cochran-Smith, Karen Shakman, Cindy Jong, Diana Terrell, Joan Barnatt, and Patrick McQuillan Page 2. ... focusing on professional competence (Cochran-Smith, Barnatt, Lahann, Shakman, and Terrell in press). ...
Early in the Literacy in the Content Areas course in the last semester of a two-year Bachelor of ... more Early in the Literacy in the Content Areas course in the last semester of a two-year Bachelor of Education program, Keegan (a pseudonym), a teacher candidate in the secondary social studies stream, stated he did not see literacy as his responsibility in high school social studies courses, as he had "just too much curriculum content to cover." A number of other teacher candidates jumped into the conversation and agreed they could not be expected to add literacy to the mandated outcomes for their students in math, science, and other subject areas.
Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs
This chapter describes the implementation of a traditional (face-to-face) and an online module ai... more This chapter describes the implementation of a traditional (face-to-face) and an online module aimed at developing preservice elementary teachers' (PSETs') professional noticing skills and the extent to which participation in these modules affected their attitudes toward mathematics. Using the Attitudes Toward Mathematics Inventory (ATMI; Tapia & Marsh, 2004), statistical analyses revealed significant increases in each of the instrument's four factors (value, enjoyment, motivation, and self-confidence) for those enrolled in a traditional experience, while the online participants experienced significant change in only two factors (enjoyment and self-confidence). Overall, both groups experienced significant improvements in attitudes toward mathematics with no significant differences in the changes between the two groups.
International Electronic Journal of Mathematics Education
This study examined how preservice elementary teachers’ perceptions of past schooling experiences... more This study examined how preservice elementary teachers’ perceptions of past schooling experiences and their experience in a mathematics methods course influenced their attitudes about mathematics’ teaching and learning. Pre- and post-surveys were administered to preservice teachers (n = 75) enrolled in a mathematics methods course at a university in the northeastern United States. The purpose of the surveys was to understand entering attitudes about mathematics, whether those attitudes changed, and why. Findings indicated that perceptions of prior schooling experiences influenced preservice teachers’ initial attitudes about mathematics. Over the course of a semester, however, significant positive changes in preservice teachers’ attitudes and confidence to teach mathematics suggest that experiences in the mathematics methods course were conducive to building on preservice teachers’ prior experiences. We argue that regardless of the nature of preservice teachers’ prior experiences in mathematics, those experiences can provide an effective backdrop for developing attitudes towards mathematics teaching and learning aligned with reform recommendations. Recommendations are made for mathematics teacher educators to build upon entering attitudes and experiences in their mathematics methods courses.
The purpose of this investigation was to examine connections between noticing and bias with a par... more The purpose of this investigation was to examine connections between noticing and bias with a particular focus on how perceptions of race and gender may influence such noticing. Our primary research question was: How and to what extent does bias emerge within preservice teachers’ professional noticing of children’s mathematical thinking of differing races and genders? Results from this study indicate that bias most frequently occurs within the interpreting component of professional noticing, and that manipulating visual stimuli, such as adding a photo to a professional noticing vignette, influences manifestations of bias across race and gender.
Journal of Mathematics Education at Teachers College, 2016
Teaching for social justice is a critical pedagogy used to empower students to be social agents i... more Teaching for social justice is a critical pedagogy used to empower students to be social agents in the world they live. This critical pedagogy has extended to mathematics education. Over the last decade, mathematics education researchers have conceptualized what it means to teach mathematics for social justice, but little is known about preservice teachers’ perspectives on this topic. The purpose of this study was to examine elementary preservice teachers’ conceptions of teaching mathematics for social justice at the beginning and end of a mathematics methods course. Preservice elementary teachers (n = 230) enrolled in mathematics methods coursework at three universities across the United States described what it meant to teach mathematics for social justice in response to an open-ended question on the Mathematics Experiences and Conceptions Surveys.
Mathematics Teacher Education and Development, 2015
Developing and writing assessment items that measure teachers' knowledge is an intricate and ... more Developing and writing assessment items that measure teachers' knowledge is an intricate and complex undertaking. In this paper, we begin with an overview of what is known about measuring teacher knowledge. We then highlight the challenges inherent in creating assessment items that focus specifically on measuring teachers’ specialised knowledge for teaching. We offer insights into three practices we have found valuable towards overcoming challenges in our own cross-disciplinary work to create assessment items for measuring teachers' knowledge for teaching.
In this article, we draw upon Remillard and Bryans’ (2004) categorization of curriculum use in ob... more In this article, we draw upon Remillard and Bryans’ (2004) categorization of curriculum use in observations of two middle-grade teachers’ integration of Standards-based curriculum materials (National Council of Teachers of Mathematics, 1989, 2000). Each teacher participated in a two-year professional development program focused on increasing content knowledge and pedagogical content knowledge, as well as fostering the development of communities of practice within each school site. We introduce the design of the professional development program to explain how the design supported each teacher's use of Standards-based curriculum materials. Results indicated that the existence of site-based communities of practice established during the professional development program afforded one teacher continued opportunities to reflect upon and critique her instructional decisions, whereas the lack of a community of practice at another school site served to limit the integration of Standards-b...
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