Professional Development

Exploring Differences in Practicing Teachers’ Knowledge Use in a Dynamic and Static Proportional Task

Teachers’ knowledge of proportional reasoning is important, particularly in the middle grades in the USA. This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning. The two tasks invoked different knowledge resources by the same teachers. Results suggest questions to the field around how we access or invoke teacher knowledge and the need to more purposefully explore the potential benefits of using a dynamic task to invoke knowledge resources.

Author/Presenter: 
Rachael Eriksen Brown
Chandra Hawley Orrill
Jinsook Park
Year: 
2020
Short Description: 

This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning.

Encouraging Collaboration and Building Community in Online Asynchronous Professional Development: Designing for Social Capital

This research investigates a design and development approach to improving science teachers’ access to effective professional development (PD) in a fully online, asynchronous environment. Working with a small number of teachers, this study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Author/Presenter: 
Susan A. Yoon
Katherine Miller
Thomas Richman
Daniel Wendel
Ilana Schoenfeld
Emma Anderson
Jooeun Shim
Lead Organization(s): 
Year: 
2020
Short Description: 

This study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Teacher Noticing and Reasoning about Student Thinking in Classrooms as a Result of Participating in a Combined Professional Development Intervention

We examine the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions. We investigate whether and how five teachers’ attention to student thinking changed when implementing problem-based lessons that they collaboratively designed. Using Sherin and van Es’ (2009) framework, we analyzed 14 lessons taught over two consecutive years.

Author/Presenter: 
Gloriana Gonzalez
Gabriela E. Vargas
Year: 
2020
Short Description: 

This article examines the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions.

“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators

There is international and widespread recognition that early childhood education must be fully inclusive and based on the language, culture, and epistemology of local Indigenous communities (Kitson, 2010). Early childhood education (ECE) programs can only deliver on the promises ofculturally responsive schooling (Castagno & Brayboy, 2008; McCarty & Lee, 2014) when “staff members understand cultural expectations, relationships, and the subtleties of communication, including non-verbalcommunication” within the community (Kitson & Bowes, 2010, p.86).

Author/Presenter: 
Angelina E. Castagno
Tiffany Tracy
Desiree Denny
Breanna Davis
Hosava Kretzmann
Lead Organization(s): 
Year: 
2020
Short Description: 

This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of academically rigorous, culturally responsive curriculum across the Navajo Nation.

The Re-Novicing of Elementary Teachers in Science? Grade Level Reassignment and Teacher PCK

There is growing recognition of the prevalence of “within school churn”, a phenomenon in which teachers remain within a school but are assigned a new grade level or course. In this study we examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program. We argue grade-level reassignment is akin to out-of-field science teaching for elementary teachers, as they encounter a new set of grade-specific standards, new subject matter topics, and new curricula.

Author/Presenter: 
Deborah L. Hanuscin
Zandra de Araujo
Dante Cisterna
Kelsey Lipsitz
Delinda van Garderen
Year: 
2020
Short Description: 

In this study, authors examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program.

Webinar Resources: Analyzing Teacher Learning in a Community of Practice Centered on Video Cases of Mathematics Teaching

In this webinar, presenters 

Author/Presenter: 
Joseph DiNapoli
Eileen Murray
Doug O'Roark
John Russell
Year: 
2020
Short Description: 

In this webinar, presenters Joseph DiNapoliEileen MurrayDoug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers build knowledge while collectively analyzing and discussing video of mathematics teaching, and engaged webinar participants with that analytic method to gather feedback on the approach developed through the DRK-12 projects, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases

Webinar Resources: Strengthening Educators’ Practices for Engaging and Empowering Students with Disabilities and Difficulties as Mathematics Learners

Author/Presenter: 
Amy Brodesky
Jessica Hunt
Karen Mutch-Jones
Judy Storeygard
Year: 
2020
Short Description: 

Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers?

Exploring Prospective Teachers’ Ability to Generate and Analyze Evidence-based Explanatory Arguments

In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, we examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations. We also examined features of explanations on which PSTs drew in their critiques of mathematical explanations of students. Our results draw attention to the importance of helping PSTs develop competencies in constructing and critiquing mathematical explanations concurrently.

Author/Presenter: 
Marta T. Magiera
Vecihi S. Zambak
Lead Organization(s): 
Year: 
2020
Short Description: 

In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, authors examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations.

Teacher Voices from an Online Elementary Mathematics Community: Examining Perceptions of Professional Learning

This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how elementary school teachers learn from classroom video. Web usage data reveal that the commentary surrounding video posted to the VLC is sparse and surface level, possibly indicating a lack of serious attention to the videos. Interview data, however, indicate that participants felt they learned from this resource.

Author/Presenter: 
Shereen Oca Beilstein
Genevieve M. Henricks
Victoria Jay
Michelle Perry
Meg Schleppenbach Bates
Cheryl G. Moran
Joseph Robinson Cimpian
Year: 
2020
Short Description: 

This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how elementary school teachers learn from classroom video.

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