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The Impact of a Professional Development Model on ABE Teachers' Instructional Practice: Teachers Investigating Adult Numeracy

The Impact of a Professional Development Model on ABE Teachers' Instructional Practice: Teachers... The Impact of a Professional Development Model on ABE Teachers' Instructional Prac- tice: Teachers Investigating Adult Numeracy Twenty-two adult education teachers professional development model in Ohio silently arrange and created to support teachers' growth in rearrange themselves in a line until that arena, and finally present some they are able to identify the teacher data about teacher-participants indi- who stands at the median of their cating positive shifts in instructional collective heights. Four Kansas practice. adult educators save the cucumber TIAN's vision for effective slices from their lunches to create a mathematics or numeracy instruction demonstration of fractional division in adult education (ABE, pre-GED, for their colleagues. In Rhode and GED) classrooms is based on Island, twenty-four teachers look at an understanding of mathematics their own or each others ' clothing proficiency that assumes adults will labels, write the countries of origin use math in their lives (home, work, on "sticky " notes, and arrange the civic spheres) as well as to prepare for notes in bar graphs on the board. needed tests and courses for college By Mary Beth Bingman, All these teachers and similar and careers. Mary Jane Schmitt, USA groups in Arizona, Louisiana, and Mathematical proficiency http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

The Impact of a Professional Development Model on ABE Teachers' Instructional Practice: Teachers Investigating Adult Numeracy

Bingman, Mary Beth; Schmitt, Mary Jane
Adult Learning , Volume 19 (3-4): 7 – Jun 1, 2008
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References (2)

Publisher
SAGE
Copyright
© 2008 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515950801900306
Publisher site
See Article on Publisher Site

Abstract

The Impact of a Professional Development Model on ABE Teachers' Instructional Prac- tice: Teachers Investigating Adult Numeracy Twenty-two adult education teachers professional development model in Ohio silently arrange and created to support teachers' growth in rearrange themselves in a line until that arena, and finally present some they are able to identify the teacher data about teacher-participants indi- who stands at the median of their cating positive shifts in instructional collective heights. Four Kansas practice. adult educators save the cucumber TIAN's vision for effective slices from their lunches to create a mathematics or numeracy instruction demonstration of fractional division in adult education (ABE, pre-GED, for their colleagues. In Rhode and GED) classrooms is based on Island, twenty-four teachers look at an understanding of mathematics their own or each others ' clothing proficiency that assumes adults will labels, write the countries of origin use math in their lives (home, work, on "sticky " notes, and arrange the civic spheres) as well as to prepare for notes in bar graphs on the board. needed tests and courses for college By Mary Beth Bingman, All these teachers and similar and careers. Mary Jane Schmitt, USA groups in Arizona, Louisiana, and Mathematical proficiency

Journal

Adult Learning – SAGE

Published: Jun 1, 2008

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