Funding Source: University of Wisconsin PK-16 Teacher Quality Initiative Grant

Title: Wisconsin PREP Mathematics: Preparing Educators for the PRAXIS

Principal Investigators: Jennifer Kosiak and Jon Hasenbank, University of Wisconsin – La Crosse Budget:

Status: Funded. Project dates: June 1, 2007 to July 31, 2008

Project Overview:

The proposed WI-PREP Mathematics Project seeks to build upon the growing PRAXIS Learning Object (LO) database created by the Academic Advanced Distributed Learning Co-Lab and the Institute for Innovation in Undergraduate Research & Learning [IIURL]. The main objective of this one-year project is to create a non-credit course designed to prepare future educators for the mathematical component of two of the state required licensure exams. These exams are the four-subject Praxis II: Elementary Education and Middle School Content Knowledge exams. For this project an e-Study Guide course will capitalize on the existing LO databank by clustering and sequencing the individual LO’s into larger more meaningful Learning Modules. These modules will be centered on four major content categories: Numbers & Operations, Algebra & Functions, Statistics & Probability, and Geometry & Measurement. Project goal and activities are aligned with the following objectives:

  1. Complete the development of the PRAXIS Learning Objects for the mathematics component of the ECMC and MCEA licensure examinations utilizing teams of preservice and inservice teachers in collaboration with faculty mentors.

  2. Cluster and sequence the stand-alone LO’s into four PRAXIS Learning Modules categorized according to the ETS Content Categories and the WMAS Standards for Mathematics.

  3. Create, field test, and implement a non-credit e-Study Guide course using the four PRAXIS Learning Modules.

  4. Develop a systematic data collection and evaluation process to assess the overall quality and learning effectiveness of the PRAXIS Learning Modules and e-Study Guide.

Project Evaluation: The project draws on a comprehensive review of the literature regarding the evaluation of learning objects Based on this review, two distinct evaluation protocols were selected to model best practices in learning object evaluation: Convergent Participation (Vargo, et.al, 2003) and Learner-Based Approach (Kay & Knaack, 2007) were selected to gather qualitative and quantitative data regarding the overall quality and effectiveness of the PRAXIS Learning Modules.