Assessing program outcomes of an M.Ed. curriculum and instruction program: A comparison of face-to-face to completely online deliverables

James A. Telese, Gregory Chamblee

Research output: Contribution to book or proceedingChapterpeer-review

Abstract

Many mathematics education degree programs, especially at the graduate level, are now transitioning to an online format. There is a need to document how mathematics content and content pedagogy are assessed in an online environment. The objectives of this chapter are to document how a public higher education institution in Texas transitioned their master's degree program for mathematics teachers from a face-to-face program to an online program and how this transition impacted the assessment process related to the learning of content and pedagogical content knowledge.

Original languageEnglish
Title of host publicationHandbook of Research on Online Pedagogical Models for Mathematics Teacher Education
PublisherIGI Global
Pages22-40
Number of pages19
ISBN (Electronic)9781799814771
ISBN (Print)1799814769, 9781799814764
DOIs
StatePublished - Nov 29 2019

Scopus Subject Areas

  • General Social Sciences

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