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Grant Programs

NC Quest

The Beaufort County 3-8 Mathematics Initiative: A Continuation

The Beaufort County 3-8 Mathematics Initiative: A Continuation is an intensive professional development program for teachers in grades 3-8, to be conducted as a partnership between the Center for Science, Mathematics, and Technology Education (CSMTE, College of Education, ECU), the Department of Mathematics, Science, and Instructional Technology Education (MSITE, College of Education, ECU), the Department of Mathematics (College of Arts and Sciences, ECU), and Beaufort County Schools. The major focus of the project is to extend the previous Beaufort County 3-8 Mathematics Initiative with more intensive work to develop teacher leaders who are equipped to provide high–quality professional development programs to their peers. The instructional focus of the project for the teachers is:

  • Mathematics content
  • Teaching and learning
  • Leadership

A core group of 9 teachers, selected from the original 3-8 Mathematics Initiative cohort, will build on the professional development they received in the original project, with more advanced instruction in content and teaching. The leadership component in the original project is expanded, with an opportunity for teachers to present at the 2010 NCCTM Conference and design and implement a 2011 Summer Mathematics Institute for their peers. The instructional focus is built around the professional standards for teaching mathematics as outlined by the National Council of Teachers of Mathematics (NCTM). The program consists of:

  • Graduate Level coursework specifically targeted to elementary and middle grades mathematics content with emphasis on the strands vertical alignment of standards and networking of grade level teachers and teacher leadership.
  • Use of workshops to integrate education strategies and research – targeted at the middle and elementary school mathematics students – with specific attention to those approaches that have been shown to be successful with low-achieving students.
  • Professional Development instruction in and modeling of effective teaching and assessment strategies centered on preparation and implementation of a 4+ day Summer Mathematics Institute delivered by the cohort of peer teachers.
  • Use of technology to establish an electronic support network of professionals in higher education to teachers participating in the project.
  • Involvement in the North Carolina Council for Teaching Mathematics Professional Association (NCCTM) and teacher presentations at the annual NCCTM conference.
Principal Investigator:

Margaret Wirth
wirthm@ecu.edu
252-328-6885

Co-Principal Investigator:

Dr. Ronald Preston
prestonr@ecu.edu
252-328-9355

Co-Principal Investigator:

Dr. Heather Ries
riesh@ecu.edu
252-328-6552

QUEST 8 Cohort
  • Lynn King
  • Kathryn (Katy) Shafer
  • Robin W. Becker
  • Julie Evans
  • Melanie Simmons
  • Donna Woolard
  • Sheena Folkers
  • Tracie W. Asby
  • Shannon Cecil

Math Science Partnership (MSP)

Improving Physical Science Content Delivery Through Teacher Professional Development

This project is a collaborative partnership between Beaufort County Schools; Craven County Schools; Wayne County Schools; the East Carolina University (ECU) Departments of Physics and Mathematics, Science, and Instructional Technology Education; and the East Carolina University Center for Science, Mathematics and Technology Education to provide integrated content and pedagogical professional development in the physical science areas of Forces and Motion and Energy: Conservation and Transfer to teachers in grades K-8.

Each year 25 teachers selected from the participating local educational agencies (LEAs) from three grade levels (6-8 in year 1, 3-5 in year 2, and K-2 in year 3) will participate in content knowledge sessions held on Saturdays during the school year at the ECU Department of Physics. During these sessions the teachers will learn content through hands-on activities, experiments, and inquiry-based learning. These content knowledge sessions will also include integrated pedagogical discussions.

Participants will be given a classroom demonstration kit appropriate to their grade levels. After the school year, the teachers will form grade-level teams for three days of intense work developing a curriculum unit appropriate for their students. Next, the grade-level teams will teach their curriculum units to students from their counties attending a five-day session at the ECU Summer Science Camp on scholarships funded by this grant. During years 2 and 3, five teacher leaders will be selected from the previous year participants to serve as a Teacher Mentor/Vertical Teaming cadre during the professional development sessions and for other teachers in their counties.

The teacher participants and the teacher leaders each will receive 84 hours of face-to-face professional development. An extensive evaluation protocol will use pre- and post-tests of both teachers and students to measure content learning outcomes and student achievement. The research component of this project will address the question of whether physical science professional development has a positive impact on student achievement within the teacher participants' regular classroom setting.

Benchmark tests will be used to track student achievement in the participants' classes after the program and to compare participants' student achievement with student achievement of other teachers' students within the same grade level in order to establish a link between teacher professional development and increased student achievement.

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