Assessing Program Outcomes of an M.Ed. Curriculum and Instruction Program: A Comparison of Face-to-Face to Completely Online Deliverables

Authors

James A. Telese, The University of Texas Rio Grande Valley
Gregory Chamblee

Document Type

Book

Publication Date

2020

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.

Comments

© 2020 IGI Global. ISBN13: 9781799814764 Original published version available at doi.org/10.4018/978-1-7998-1476-4.ch002

Recommended Citation

Telese, J., & Chamblee, G. (2020). Assessing Program Outcomes of an M.Ed. Curriculum and Instruction Program: A Comparison of Face-to-Face to Completely Online Deliverables. In Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education (pp. 22–40). IGI Global. https://doi.org/10.4018/978-1-7998-1476-4.ch002

First Page

22

Last Page

40

Publication Title

Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education

DOI

10.4018/978-1-7998-1476-4.ch002