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Principal Investigators and other involved faculty: Jack Schwille, Maria Teresa Tatto, Sharon Senk, Joan Ferrini-Mundy, Bill Schmidt, Lynn Paine, David Plank and Lee Cogan
Graduate Students:
Funding: International Association for the Evaluation of Educational Achievement
Website: http://teds.educ.msu.edu/
The first IEA Teacher Education Study in Mathematics (TEDS-M) is sponsored by the International Association for the Evaluation of Educational Achievement (IEA). It is a collaborative effort of worldwide institutions and experts in mathematics, mathematics education, teacher education and comparative research design. Michigan State University and the Australian Council for Educational Research have been selected as the international study centers for this project.
Jack Schwille and Maria Teresa Tatto are the international study directors for the project at MSU. Joan Ferrini-Mundy is responsible for development mutually beneficial ties between TEDS-M and other mathematics' education projects at MSU. Bill Schmidt, Lynn Paine, David Plank and Lee Cogan are also playing key roles in TEDS-M. TEDS-M will use large-scale national surveys of future and beginning teachers to build on the results of TIMSS, P-TEDS and many other studies. More specifically, it will investigate how teachers acquire their capability to teach mathematics in primary and lower secondary school. It will also analyze the content and implementation of Teacher Education programs or approaches. And finally, it will examine the impact of teacher preparation programs' learning opportunities on teachers' knowledge of mathematics for teaching.
In contrast to P-TEDS (a cross-national study of mathematics middle school teacher preparation), developmental work with a group of (at least 15 and probably 20-30 countries) will participate in TEDS. National probability samples in each participating country will be designed for four closely related target populations: institutions of teacher education, students in these institutions, instructors in these institutions and beginning teachers of mathematics in grades 1-8 with five or less years of teaching experience. TEDS-M will develop policy and program level recommendations regarding factors that help provide aspiring teachers with the knowledge to teach a challenging mathematics curriculum according to worldwide standards.
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