Secondary Emphasis

EDRD 829: Advanced Foundations of Literacy Education (Summer 2011)
The other students in this class were literacy specialists, and as the lone member of the class who did not have that background, I had much to learn.  As we discussed the historical evolution of strategies for teaching vocabulary, comprehension, and other aspects of literacy, I realized that there are many parallels with mathematics.  The balance between procedural and conceptual understanding guides much of the discussion in this field as well.  My focus for intense study however, was on symbols and texts as objects.  The forays I made into semiotics have immediate relevance to the study of representations and other mathematical objects that hold meaning.
EDRD 829_Syllabus_Sturtevant
Morrow-Leong_Text Paper

EDEP 821: Sociocultural Processes in Learning, Instruction, and Motivation (Spring 2012, Sheridan)
I struggled in this class with connecting the themes related to race, motivation, attitude, and other social factors.  My interest was in exploring not only differences in student achievement in mathematics, but also the culture(s) of mathematics teachers.  This class offered many new constructs to make sense of the social dynamics of a classroom.
Spring 2012 EDEP 821 syllabus finalver(1)
EDEP821_LEONG_Two Cultures_FINAL_

EDIT 705: Instructional Design (Summer 2013)
How can effective professional development be conducted in the online environment.  As I worked through the highly structured design processes presented in this class, I wondered how the online environment might support the process of challenging teachers’ beliefs and molding new understandings about student learning.  Honestly, I found that this class overall did not answer that question, but I did refine my attention to instructional design elements in a way that will certainly be useful.
LEONG_Final IDD_Cumulative
LEONG_Draft IDD_EDIT705_Cumulative_htw

EDEP 821: Sociocultural Processes in Learning, Instruction, and Motivation (Spring 2014, Kelly)
Continuing the process of exploring the differences between secondary and elementary teachers that I began in 2012, Dr. Kelly challenged each of us to delve into the sociocultural dimensions of a qualitative research design.  By watching others struggle to refine their research questions to address issues such as motivation and definitions of culture, I was able to craft a study proposal that would reveal issues related to power dynamics, and even saw applicability of stereotype threat issues in the mathematics professional development environment.
EDEP 821 Syllabus January 24, 2014
LEONG_Striving for Mathematical Equality
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