Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers' classroom skills. AAAS Arise Blog.
This blog post looks at the role of simulations in teacher learning.
This study explored an innovative coaching model termed video-based online video coaching. The innovation builds from affordances of robot-enabled videorecording of lessons, accompanied by built-in uploading and annotation features. While in-person coaching has proven effective for providing sustained support for teachers to take up challenging instructional practices, there are constraints. Both logistical and human capacity constraints make in-person coaching difficult to implement, particularly in rural contexts.
This study explored an innovative coaching model termed video-based online video coaching. As part of an NSF-funded project, we studied nine mathematics coaches over four years as they engaged in video-based coaching with teachers from geographically distant, rural contexts.
This study examined how mathematics coaches leverage written annotations to support professional discourse with teachers about important classroom events during synchronous debriefing conversations. Coaches and teachers created the annotations while asynchronously watching video of an implemented lesson as part of online video-assisted coaching cycles. More specifically, this project examined the extent to which a coach and teacher discussed the annotations during a debrief conversation in a coaching cycle.
This study examined how mathematics coaches leverage written annotations to support professional discourse with teachers about important classroom events during synchronous debriefing conversations. Coaches and teachers created the annotations while asynchronously watching video of an implemented lesson as part of online video-assisted coaching cycles. More specifically, this project examined the extent to which a coach and teacher discussed the
annotations during a debrief conversation in a coaching cycle. We present a rationale for needing new knowledge about the relationships between video annotations and professional discourse as well as the potential implications of such knowledge.
In this project, we have designed, implemented, and started to research an innovative fully online video-based professional development model for mathematics coaches in rural contexts. Coaches in rural areas often lack access to professional development available in more populated areas, fueling the need for an online model that bridges geographic barriers (Howley & Howley, 2005; Maher & Prescott, 2017). The intent of the poster will be to share the professional development model and describe the research processes that are currently in progress.
In this project, we have designed, implemented, and started to research an innovative fully online video-based professional development model for mathematics coaches in rural contexts. The intent of the poster will be to share the professional development model and describe the research processes that are currently in progress.
In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. While the model could be applied to any context, we created it for rural mathematics teachers to provide them access to high-quality professional development and to demonstrate that we could move face-to-face experiences to an online context without losing interactional qualities or intellectual rigor. We describe the model and how we researched it.
In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. This chapter contributes to understanding how online contexts provide opportunities to collect and analyze data in ways that would be difficult to accomplish in face-to-face settings.
In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. While the model could be applied to any context, we created it for rural mathematics teachers to provide them access to high-quality professional development and to demonstrate that we could move face-to-face experiences to an online context without losing interactional qualities or intellectual rigor. We describe the model and how we researched it.
In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. This chapter contributes to understanding how online contexts provide opportunities to collect and analyze data in ways that would be difficult to accomplish in face-to-face settings.
The rapid expansion of K-12 CS education has made it critical to support CS teachers, many of whom are new to teaching CS, with the necessary resources and training to strengthen their understanding of CS concepts and how to effectively teach CS. CS teachers are often tasked with teaching different curricula using different programming languages in different grades or during different school years, and tend to receive different professional development (PD) for each curriculum they are required to teach.
This position paper advocates supporting computer science (CS) teacher professional learning by supplementing existing curriculum-specific teacher professional development (PD) with standards-aligned PD that focuses on teachers' conceptual understanding of CS standards and ability to adapt instruction based on student understanding of concepts underlying the CS standards. We share concrete examples of how to design standards-aligned educative resources and instructionally supportive tools that promote teachers' understanding of CS standards and common student challenges and develop teachers' formative assessment literacy, all essential components of CS pedagogical content knowledge.
Participating in discussions of classroom video can support teachers to attend to student thinking. Central to the success of these discussions is how teachers interpret the activity they are engaged in—how teachers frame what they are doing. In asynchronous online environments, negotiating framing poses challenges, given that interactions are not in real time and often require written text. We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking.
We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students’ thinking, we documented shifts in teachers’ framing, with teachers more frequently making sense of, rather than evaluating, student thinking later in the course. These findings show that it is possible to design an asynchronous online course to productively engage teachers in video discussions and inform theory development in online teacher education.
In this article, we describe the case of “Keri,” a fifth-grade teacher who had completed an Elementary Mathematics Specialist (EMS) certification program. Drawn from a larger study investigating the knowledge, beliefs, and practices of EMSs, Keri's case was unique in that she was teaching mathematics to four classes in a departmentalized structure, where students were placed into different classes according to perceived mathematics ability. Observations from the larger study revealed that Keri's instructional practices did not align with her reported beliefs and knowledge.
In this article, we describe the case of “Keri,” a fifth-grade teacher who had completed an Elementary Mathematics Specialist (EMS) certification program. Drawn from a larger study investigating the knowledge, beliefs, and practices of EMSs, Keri's case was unique in that she was teaching mathematics to four classes in a departmentalized structure, where students were placed into different classes according to perceived mathematics ability. Observations from the larger study revealed that Keri's instructional practices did not align with her reported beliefs and knowledge. To explore this deviation, we conducted a case study where we observed Keri's instruction across multiple classes and used interviews to explore reasons for Keri's instructional decisions in terms of her perceived professional obligations.
This study investigates the emergence and cultivation of teachers' “epistemic empathy” in response to analyzing videos of student inquiry. We define epistemic empathy as the act of understanding and appreciating someone's cognitive and emotional experience within an epistemic activity—i.e., activity aimed at the construction, communication, and critique of knowledge.
This study investigates the emergence and cultivation of teachers' “epistemic empathy” in response to analyzing videos of student inquiry. We define epistemic empathy as the act of understanding and appreciating someone's cognitive and emotional experience within an epistemic activity—i.e., activity aimed at the construction, communication, and critique of knowledge. Our goals are (1) to conceptually develop the construct and contrast it to more general notions of caring and (2) to empirically examine epistemic empathy in the context of preservice teacher education. We discuss tensions in teachers' expressions of epistemic empathy, and we end with implications for research and practice.
