The Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM) will build a mathematics infrastructure in the Appalachian regions of Kentucky, Ohio, Tennessee, and West Virginia, providing a model and resources for other isolated, rural, poverty-stricken areas across the country. ACCLAIM will link resources from the University of Kentucky, the University of Louisville, Marshall University, Ohio University, West Virginia University, and the University of Tennessee-Knoxville.The two primary goals of ACCLAIM in these Appalachian regions are to (1) build mathematics capacity and expertise through advanced degree programs in mathematics, job-embedded professional development for middle and high school mathematics, and research that connects mathematics and rural education, and (2) improve the quality of mathematics teacher education programs and mathematics teaching at the middle and high school levels in these Appalachian regions through the development of collaborative networks and innovative delivery systems.
ACCLAIM, directed by Bill Bush at the University of Louisville and Vena Long at the University of Tennessee will meet these goals through three specific, but connected, initiatives - Doctoral Programs, Teacher Development, and Research & Publications.
The Doctoral Programs Initiative is centered at the University of Tennessee, Knoxville (UTK) and co-directed by Vena Long (UTK), Sam Jordan (UTK), Carl Lee (University of Kentucky), and Bob Mayes (West Virginia University). It will facilitate delivery of doctoral, specialists in mathematics education, community college mathematics faculty, private college mathematics and teacher education faculty, adjunct faculty at all postsecondary institutions, and persons interested in a second career in teaching mathematics. The Center will establish an advanced degree cohort composed of doctoral and specialist students. These cohorts will begin every two years, with the first cohort centered in the Appalachian area. Subsequent cohorts will add students from other rural regions of the four states and eventually from other rural areas across the country.
Doctoral and specialist advanced programs in mathematics education will include core courses common to both degrees. The core will include a total of 24 semester hours in (a) learning, teaching, and assessing mathematics; (b) mathematics; and (c) rural education. These specialized courses will include existing courses, modified existing courses, and new courses developed specifically through ACCLAIM for students in the program. Upon completing the core courses, doctoral students will complete at least 18 additional hours of coursework, with at least nine of the hours devoted to quantitative and qualitative research methodology. Specialist students will complete six additional hours and a degree project that might include action research, curriculum development, or integration of technology. Additional courses might include existing courses in technology, leadership, mathematics, rural education, and sociology depending on students' career goals and interests.
The Teacher Development Initiative is centered at Marshall University and is directed by Karen Mitchell . ACCLAIM will bring together mathematics and teacher education faculty from teacher education programs across Appalachia to identify course and program needs. The Center will then sponsor and organize the development of undergraduate courses that will be available through on-line or telelink networks to pre-service teachers in the program. ACCLAIM also will establish a professional organization that brings together postsecondary faculty and classroom teachers interested in mathematics teacher education (Appalachian Association of Mathematics Teacher Educators). Through this organization, faculty and teachers will come together through regional conferences and focus groups to discuss and identify needs, concerns, weaknesses, and strengths of the mathematics teacher education programs. Finally, ACCLAIM will support and offer short courses and other professional development activities to assist faculty across the region. The primary vehicle for professional development activity through ACCLAIM will be mathematics professional development teams (PDTs) in Appalachian middle and high schools. These teams will be established in partner ARSI (Appalachian Rural Sytemic Initiative) schools across the region. Each team will be facilitated by a postsecondary faculty member and will include most mathematics teachers in a particular school, as well as a group of pre-service teachers assigned to the school. Each team, working collaboratively, will define professional development and resource needs of the department, as well as the needs of individual members. The needs might include enhanced knowledge of mathematics, revised curricula, improved teaching and assessment, or technology support. PDTs will identify existing professional development experiences or adopt new strategies to meet those needs. Each PDT will be linked to one or more teacher preparation institutions in the area.
The Research & Publications Initiative is centered at Ohio University and is directed by Craig Howley. This initiative will (a) stimulate and support research activities conducted by faculty, doctoral and post-doctoral students, classroom teachers, and pre-service teachers; (b) oversee and coordinate data collection and analysis efforts conducted within the other initiatives; (c) publish or disseminate "best practices" that emanate from ACCLAIM; and (d) serve as a clearinghouse of research findings for faculty, teachers, administrators, and policy makers. In particular, researchers will help build and evaluate those models of teacher education, professional development, and advanced degrees developed within ACCLAIM. It will work closely with the Advanced Degree Initiative to suggest and support research studies that might be developed by doctoral students. This initiative also will collaborate with the external evaluation team, Mark St. John and Inverness, to assist with evaluation efforts.
