Reports and Research

A Case for Content Specialists as the Elementary Classroom Teacher, The Teacher Educator (2008)
The purpose of this study, written by Helen Gerretson, Janet Bosnick, and Kathleen Schofield, was to identify factors associated with the growing use of teacher specialists in the elementary schools. The elementary school principals of a large metropolitan school district located in northeastern Florida responded to an online survey that focused on the type of specialist model in use, why the decision was made to use alternative models, the grade levels and content areas of the modified specialist model teaching teams, and criteria for team members. This article describes aspects of why elementary schools changed form a traditional generalist model to a modified specialist model based on the team teaching approach and discusses the inherent benefits and problems.

Keys to Math Success: A Report from the Maryland Mathematics Commission (June 2001)

The Commission, chaired by Dr. Francis (Skip) Fennell, made twenty-four major recommendations concerning student achievement, teacher quality, technology in the mathematics classroom, curriculum issues, and the quality of instruction. Among the recommendations included the establishment of an elementary mathematics specialist certificate.

Mathematics Specialists in K-5 Schools: Research & Policy Pilot Study - National Science Foundation TPC Program ESI-0353360
The Mathematics Specialist: Research Study and Pilot Program project is supported by the Teacher Professional Continuum of the National Science Foundation. The overall goal of the project is to determine the effectiveness of a school-based Mathematics Specialists program.

Mathematics Specialists Task Force Report, The Journal of Mathematics and Science: Collaborative Explorations, Volume 8 (2005) 5-22
In Fall 2002, the Virginia Mathematics and Science Coalition (VMSC) Board directed that a task force be established to prepare a case and write a report to present to Local Education Agencies (LEA), the Virginia Department of Education (VDOE), the Virginia Board of Education, and policy makers as to how a Teacher Specialist will improve student learning. Consideration should be given to Mathematics Specialists at both the elementary and middle school levels. This report includes, but is not limited to, job description, competencies, preparation, and licensure.

What Do We Know about the Use of Mathematics Specialists and Coaches in Schools? (March 2009)
NCTM's Research Clips and Briefs are research-based responses to questions of practice. Clips are short and provide only the findings. Briefs include more information and list related research. Links to NCTM's mathematics specialists and coaches clip and brief are provided.


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