Skip to main content

Title

EXAMINING CONTENT KNOWLEDGE FOR TEACHING IN A FORMATIVE ASSESSMENT PROJECT IN NETWORKED MIDDLE GRADES CLASSROOMS 

Alternate Title

Project FANC 

Year

2010

Publisher

ICME 

Author

Michael Gilbert, Melfried Olson, Judith Olson, Hannah Slovin, Barbara Gilbert 

Language

English

Institution

University of Hawaii, University of Massachusetts, Harvard University 

Department

CRDG 

City

Manoa, HI 

Abstract

Twenty-four seventh-grade teachers participating in a research project focused on formative assessment in a  etworked classroom were given pre-and post- assessments of content knowledge for teaching. This paper examines several  nteresting differences in content knowledge for teaching  etween and among the two groups and suggests possible links between the differences and the content of the two models of  professional development in which the participants were engaged.

Reference

Report

Keywords

TI-73, TI-Navigator, Professional Development, Math Content Knowledge, Middle School 

Document Content

 
Attachments
Created at 4/25/2011 10:19 AM  by SP017\rfoshay 
Last modified at 4/25/2011 10:19 AM  by SP017\rfoshay