Peer reviewed
Download full textERIC Number: ED658351
Record Type: Non-Journal
Publication Date: 2023
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Engagement in the Instep Professional Learning Platform: Developing Expertise to Teach Data and Statistics
Gemma F. Mojica; Emily Thrasher; Adrian Kuhlman; Bruce Graham; Hollylynne S. Lee; Michelle Pace
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (45th, Reno, NV, Oct 1-4, 2023)
In this study, 82 middle and high school teachers engaged with the InSTEP online professional learning platform to develop their expertise in teaching data science and statistics. We investigated teachers' engagement within the platform, aspects of the platform that were most and least effective in building teachers' expertise, and the extent to which teachers' self-efficacy changed. Using mixed methods, we collected, analyzed and integrated multiple data sources. [For the complete proceedings, see ED658295.]
Descriptors: Middle School Teachers, High School Teachers, Faculty Development, Data Science, Statistics, Self Efficacy, Electronic Learning, Teacher Attitudes, Program Effectiveness, Online Courses, Learner Engagement
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1908760
Author Affiliations: N/A
