the collaborativefor excellencein teacher preparationin（的collaborativefor preparationin excellencein老师）.docVIP

HOW DO WE KNOW THAT CETP-PA MAKES A DIFFERENCE? PATSY ANN JOHNSON Slippery Rock University of Pennsylvania patsy.johnson@ PATTI BOUREXIS The Study Group Inc. studygroup@ SUSAN COURSON Clarion University of Pennsylvania scourson@ KATHLEEN DOLGOS Kutztown University of Pennsylvania dolgos@ KATE MCGIVNEY Shippensburg University of Pennsylvania kgmcgi@ Abstract With support from the National Science Foundation and Pennsylvania’s State System of Higher Education, the CETP-PA project is working to improve elementary and secondary school mathematics and science teacher preparation programs. A critical indicator of the project’s success is increases in prospective teachers’ understanding of mathematics and science and how best to teach these disciplines to K-12 students. Assessing the project’s contributions to gains in mathematics and science content knowledge by prospective teachers has been a challenge due to differences among universities. Each university participating in CETP-PA agreed to plan and implement at least one Teacher Content Knowledge Assessment Study to compare the mathematics and/or science content knowledge of prospective teachers completing one or more reformed courses with those completing more traditional courses. Fourteen studies are currently underway. Most of the universities began data collection in 2003 and will complete their studies in 2004 or 2005. Measures used in these studies include course grades, ratings of student projects, pass rates on examinations, and other internal measures; scores on external assessments; persistence to and performance in subsequent courses; and self-report data on conceptual understanding and satisfaction. Of the three studies that already have reported findings, two confirm the benefits of instruction consistent with constructivist principles on the learning of undergraduate students, including prospective teachers. The other study had no statistically significant benefit from the introduction of constructi