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• W213844462 abstract "This study involved a longitudinal examination of a program designed for paraeducators enrolled in an Urban Preservice Degree Articulation in Teacher Education (UPDATE) program. During the first year, 16 paraeducators successfully completed a series of mathematics courses taught using constructivist instructional methods. These user-friendly mathematics courses offered at a community college through the UPDATE program in 1998 had a positive impact on paraeducators' attitudes toward mathematics. In 1999, during the second year of the program, 14 of the same paraeducators enrolled in an introductory biology course taught using traditional methods (lectures and notetaking). Researchers administered two quantitative surveys, an attitudinal survey, and an instructional strategy survey, and conducted a focus group. Preand post-intervention scores on the attitudinal survey were analyzed for any significant change in paraeducators' attitudes toward science. The instructional survey was also administered at the end of the course to collect information about teaching methods used and to learn how these methods impacted learning. Data from the surveys and focus group suggested that use of traditional instructional methods had a negative impact on paraeducators' attitudes toward teaching and learning science. (Contains 33 bibliographic references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. The Impact of Instructional Methods on Preservice Teachers' Attitudes Toward Teaching and Learning Dr. Helen L. Gibson Mathematics and Science Specialist Holyoke Public Schools 216 West Street Holyoke, MA 01040 413-534-2312 hgibson@k12s.phast.umass.edu Dr. Georgena A. Van Strat Director of Special Academic Projects Springfield Technical Community College One Armory Street Springfield, MA 01105 413-755-4470 vanstrat@stcc.mass.edu U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Paper presented at the annual meeting of the American Educational Research Association (AERA), April 24-28, 2000. New Orleans, LA The preparation of this manuscript was supported in part by grants from the Fund for the Improvement of Postsecondary Education (Award No. P116B70866), and the Massachusetts Eisenhower Higher Education Development Program. Any opinions, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of those who funded this study. 2 8.5ST COPY AVAILABLE Abstract The purpose of this study was to conduct a longitudinal examination of a program designed for paraeducators enrolled in an Urban Preservice Degree Articulation in Teacher Education (UPDATE) Program. During the first year of the program sixteen paraeducators successfully completed a series of mathematics courses taught using constructivist instructional methods. These user-friendly mathematics courses offered at Springfield Technical Community College through the UPDATE Program, during Summer and Fall 1998, had a positive impact on paraeducators' attitudes toward mathematics (Gibson, Brewer, Magnier, McDonald & Van Strat, 1999). During the second year of the program, Summer 1999, fourteen of the same paraeducators enrolled in an introductory Biology course that was taught using traditional methods (i.e., lectures and note taking). Two quantitative surveys, an Attitudinal Survey and an Instructional Strategy Survey, were administered; a focus group was also conducted. Pre and post scores on the Attitudinal Survey were analyzed for any significant change in paraeducators' attitudes toward science. The Instructional Survey was administered at the end of the course to collect information about the teaching methods used and to learn how these methods impacted learning. Data from the surveys and a focus group suggested that the use of traditional instructional methods had a negative impact on paraeducators' attitudes towards teaching and learning science. These findings provide evidence that a college level introductory Biology course taught using lectures and note taking had a negative impact on UPDATE Scholars' attitudes towards science.The purpose of this study was to conduct a longitudinal examination of a program designed for paraeducators enrolled in an Urban Preservice Degree Articulation in Teacher Education (UPDATE) Program. During the first year of the program sixteen paraeducators successfully completed a series of mathematics courses taught using constructivist instructional methods. These user-friendly mathematics courses offered at Springfield Technical Community College through the UPDATE Program, during Summer and Fall 1998, had a positive impact on paraeducators' attitudes toward mathematics (Gibson, Brewer, Magnier, McDonald & Van Strat, 1999). During the second year of the program, Summer 1999, fourteen of the same paraeducators enrolled in an introductory Biology course that was taught using traditional methods (i.e., lectures and note taking). Two quantitative surveys, an Attitudinal Survey and an Instructional Strategy Survey, were administered; a focus group was also conducted. Pre and post scores on the Attitudinal Survey were analyzed for any significant change in paraeducators' attitudes toward science. The Instructional Survey was administered at the end of the course to collect information about the teaching methods used and to learn how these methods impacted learning. Data from the surveys and a focus group suggested that the use of traditional instructional methods had a negative impact on paraeducators' attitudes towards teaching and learning science. These findings provide evidence that a college level introductory Biology course taught using lectures and note taking had a negative impact on UPDATE Scholars' attitudes towards science." @default.
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• W213844462 title "The Impact of Instructional Methods on Preservice Teachers' Attitudes toward Teaching and Learning." @default.
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