2008 Woodie Awards
Teaching program honored
Math education named exemplary
MERCEDES PARHAM
Issue date: 7/3/08 Section: News
The University's College of Education stands out as the only education school with "an exemplary teacher preparation program," with schools such as the University of Michigan and the University of South Carolina following, according to a recent publication by the National Council on Teacher Quality.
"We are pleased to have this recognition," said Denise Mewborn, the mathematics education department head.
Mewborn also noted that the work of strengthening the math program has occurred over a period of years.
The study consisted of 77 education schools tested in each state except for Alaska. After an examination of 257 course syllabi, the University was noted as the exception in the quality of math preparation.
The council, a nonpartisan education group, said the majority of education schools fail to prepare elementary school teachers for math instruction.
Only 10 of the nation's education schools received an acceptable rating for math preparation, and the University was the only school that received quality ratings for all three factors of the study - relevance, breadth and depth of coursework and instruction. No other Georgia colleges or universities were declared acceptable.
The University's math education program is led by Mewborn, who attributes the success to the program's unique math field experience. Students begin field experience during their junior and senior years in the College of Education. They also receive weekly direct instruction and experience for eight weeks at various elementary schools.
"We work hard to make a connection between theoretical and practical aspects of teaching in the classroom," Mewborn said.
The field experience is one part of a rigorous course design. The University's focus on math instruction begins early, which helps separate it from other education schools.
Programs begin with general course studies during the student's first two years and progress to student teaching and post-teaching seminars.
The council conducted the study to shed light on why American students struggle to keep up with their international competition. It found that 87 percent of schools have an exceedingly low mathematics concentration.
The study's findings were compiled into "No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools."
"We are pleased to have this recognition," said Denise Mewborn, the mathematics education department head.
Mewborn also noted that the work of strengthening the math program has occurred over a period of years.
The study consisted of 77 education schools tested in each state except for Alaska. After an examination of 257 course syllabi, the University was noted as the exception in the quality of math preparation.
The council, a nonpartisan education group, said the majority of education schools fail to prepare elementary school teachers for math instruction.
Only 10 of the nation's education schools received an acceptable rating for math preparation, and the University was the only school that received quality ratings for all three factors of the study - relevance, breadth and depth of coursework and instruction. No other Georgia colleges or universities were declared acceptable.
The University's math education program is led by Mewborn, who attributes the success to the program's unique math field experience. Students begin field experience during their junior and senior years in the College of Education. They also receive weekly direct instruction and experience for eight weeks at various elementary schools.
"We work hard to make a connection between theoretical and practical aspects of teaching in the classroom," Mewborn said.
The field experience is one part of a rigorous course design. The University's focus on math instruction begins early, which helps separate it from other education schools.
Programs begin with general course studies during the student's first two years and progress to student teaching and post-teaching seminars.
The council conducted the study to shed light on why American students struggle to keep up with their international competition. It found that 87 percent of schools have an exceedingly low mathematics concentration.
The study's findings were compiled into "No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools."
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