Teacher Practice

Using the COVID-19 Pandemic to Create a Vision for XR-based Teacher Education Field Experiences

If there was a bright side to the COVID-19 pandemic, particularly related to education, it was the massive and rapid introduction of educational technologies to scaffold teaching and learning. Most notably, within teacher education, this included extended reality (XR) technologies to supplement or replace face-to-face field experiences. With the pandemic turning endemic, and with preK-12 schools returning to traditional modalities, there is a danger that the successes of virtual field experiences may be lost.

Author/Presenter

Richard E. Ferdig

Karl W. Kosko

Enrico Gandolfi

Lead Organization(s)
Year
2022
Short Description

This article presents a vision for 2025 to implement low cost and effective extended reality (XR) technologies to supplement teacher education field experiences, regardless of if and when another global or local crisis occurs (e.g., pandemic, war, weather). In doing so, empirical and theoretical research is presented that argues for teacher educators to seek out and employ more immersive representations of practice that take advantage of the perceptual capacity of XR.

Finding the Right Grain-Size for Measurement in the Classroom

This article introduces a new framework for articulating how educational assessments can be related to teacher uses in the classroom. It articulates three levels of assessment: macro (use of standardized tests), meso (externally developed items), and micro (on-the-fly in the classroom). The first level is the usual context for educational measurement, but one of the contributions of this article is that it mainly focuses on the latter two levels.

Author/Presenter

Mark Wilson

Year
2023
Short Description

This article introduces a new framework for articulating how educational assessments can be related to teacher uses in the classroom. It articulates three levels of assessment: macro (use of standardized tests), meso (externally developed items), and micro (on-the-fly in the classroom).

Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions

This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants’ initial mathematical discourse and documented two emergent sociomathematical norms, namely explaining why and emergent shape discourse.

Author/Presenter

Anthony Matranga

Jason Silverman

Year
2022
Short Description

This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions.

Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions

This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants’ initial mathematical discourse and documented two emergent sociomathematical norms, namely explaining why and emergent shape discourse.

Author/Presenter

Anthony Matranga

Jason Silverman

Year
2022
Short Description

This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions.

Direct and Transfer Effects of an Interdisciplinary Model Integrating Science and Reading in Grades 1–3: Results and Policy Implications

Implemented was a 45-minute per day Primary Science IDEAS intervention in grades 1–2 integrating reading and writing within science instruction in a multi-year study conducted in 8 experimental and 9 control schools. Results found a significant direct achievement effect in grades 1–2 on both the Iowa Tests of Basic Skills (ITBS) Science and Reading. In addition, the direct effect of the intervention in grades 1–2 also resulted in significant achievement transfer from grades 1–2 to grade 3 on both the ITBS Science and Reading.

Author/Presenter

Michael R. Vitale

Nancy Romance

Lead Organization(s)
Year
2022
Short Description

Implemented was a 45-minute per day Primary Science IDEAS intervention in grades 1–2 integrating reading and writing within science instruction in a multi-year study conducted in 8 experimental and 9 control schools. Results found a significant direct achievement effect in grades 1–2 on both the Iowa Tests of Basic Skills (ITBS) Science and Reading. In addition, the direct effect of the intervention in grades 1–2 also resulted in significant achievement transfer from grades 1–2 to grade 3 on both the ITBS Science and Reading.

Validating the Use of Student-Level Instruments to Examine Preservice Teachers' Mathematical Problem Solving

Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.

Author/Presenter

Timothy D. Folger

Maria Stewart

Jonathan Bostic

Toni A. May

Year
2022
Short Description

Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.

Validating the Use of Student-Level Instruments to Examine Preservice Teachers' Mathematical Problem Solving

Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.

Author/Presenter

Timothy D. Folger

Maria Stewart

Jonathan Bostic

Toni A. May

Year
2022
Short Description

Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.

Validating the Use of Student-Level Instruments to Examine Preservice Teachers' Mathematical Problem Solving

Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.

Author/Presenter

Timothy D. Folger

Maria Stewart

Jonathan Bostic

Toni A. May

Year
2022
Short Description

Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.

Validating the Use of Student-Level Instruments to Examine Preservice Teachers' Mathematical Problem Solving

Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.

Author/Presenter

Timothy D. Folger

Maria Stewart

Jonathan Bostic

Toni A. May

Year
2022
Short Description

Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.

Profiles of Teachers’ Expertise in Professional Noticing of Children’s Mathematical Thinking

This study contributes to the growing body of research that highlights the usefulness of professional noticing of children’s mathematical thinking for understanding the complexity and variability in teaching expertise. We explored the noticing expertise of 72 upper elementary school teachers engaged in multi-year professional development focused on children’s fraction thinking.

Author/Presenter

Victoria R. Jacobs

Susan B. Empson

Naomi A. Jessup

Amy Dunning

D’Anna Pynes

Gladys Krause

Todd M. Franke

Year
2022
Short Description

This study contributes to the growing body of research that highlights the usefulness of professional noticing of children’s mathematical thinking for understanding the complexity and variability in teaching expertise. We explored the noticing expertise of 72 upper elementary school teachers engaged in multi-year professional development focused on children’s fraction thinking. Our assessment addressed the three component skills of professional noticing of children’s mathematical thinking: (a) attending to children’s strategy details, (b) interpreting children’s understandings, and (c) deciding how to respond on the basis of children’s understandings.