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Mentoring Plan Examples

Visit the Mentoring Spotlight for more resources at http://cadrek12.org/spotlight/mentoring.

Author/Presenter: 
CADRE
Year: 
2015
Short Description: 

Three example mentoring plans from DR K-12 projects plus a mentee's feedback and evaluation of one mentorship. These resources are also featured in the Spotlight on Mentoring.

Resource Type: 
Tool

Re-imagining a curriculum guide for teachers in digital format: A collaboration crossing geographical, disciplinary and culture boundaries

The goal of the Electronic Teacher Guide project (NSF # 0918702) was to redesign the print teacher guide for the genetics unit of Foundation Science: Biology (NSF #0439443) as an exemplar of a cybertool that would support the implementation of the curriculum and enhance its educative impact. The completion of this goal required collaborative interactions among curriculum developers, technology designers, software developers, researchers and evaluators. The five year collaboration was characterized by major challenges relating to communication, geographical distance, and culture.

Author/Presenter: 
Kathleen Haynie
Katherine F. Paget
Jacqueline S. Miller
Year: 
2015
Short Description: 

The goal of the Electronic Teacher Guide project was to redesign the print teacher guide for the genetics unit of Foundation Science: Biology as an exemplar of a cybertool that would support the implementation of the curriculum and enhance its educative impact. The completion of this goal required collaborative interactions among curriculum developers, technology designers, software developers, researchers and evaluators.

Resource(s): 

Imagining a Future in 4k: How Professional Identity Shapes Notions of Mathematics

This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We found that helping them to connect practice experience and new mathematical content knowledge through play allowed them to envision a meaningful place for math with young children.

Author/Presenter: 
Elizabeth Graue
Anne Karabon
Katherine Kresin Delaney
Kristin Whyte
Jiwon Kim
Anita Wager
Year: 
2015

Technology-enhanced inquiry learning

The SAGE Encyclopedia of Educational Technology examines information on leveraging the power of technology to support teaching and learning. While using innovative technology to educate individuals is certainly not a new topic, how it is approached, adapted, and used toward the services of achieving real gains in student performance is extremely pertinent. This two-volume encyclopedia explores such issues, focusing on core topics and issues that will retain relevance in the face of perpetually evolving devices, services, and specific techniques.

Author/Presenter: 
Brian R. Belland
Lead Organization(s): 
Year: 
2015

Assessing and Using Students’ Prior Knowledge in Problem-Based Instruction

González, G., DeJarnette, A. F., & Deal, J. T. (2014). Assessing and Using Students’ Prior Knowledge in Problem-Based Instruction. New England Mathematics Journal, XLVI, 38-49.

Author/Presenter: 
Gloriana González
Anna DeJarnette
Jason Deal
Lead Organization(s): 
Year: 
2014

Developing Visions of High-Quality Mathematics Instruction

This article introduces an interview-based instrument that was created for the purposes of characterizing the visions of high-quality mathematics instruction of teachers, principals, mathematics coaches, and district leaders and tracking changes in those visions over time. The instrument models trajectories of perceptions of high-quality instruction along what have been identified in the literature as critical dimensions of mathematics classroom practice.

Author/Presenter: 
Charles Munter
Lead Organization(s): 
Year: 
2014

Investigating the development of mathematics leaders' capacity to support teachers' learning on a large scale

A key aspect of supporting teachers’ learning on a large scale concerns mathematics leaders’ practices in designing for and leading high-quality professional development. We report on a retrospective analysis of an initial design experiment aimed at supporting the learning of three math leaders who were charged with supporting the learning of middle-grades mathematics teachers across a large US school district.

Author/Presenter: 
Kara Jackson
Paul Cobb
Jonee Wilson
Megan Webster
Charlotte Dunlap
Mollie Appelgate
Lead Organization(s): 
Year: 
2015

Towards ITS Authoring Tool s for Domain Experts

The scarcity of efficient and user-friendly authoring tools has long been acknowledged as a limiting factor in the widespread development and deployment of intelligent tutoring systems (ITSs). Creating an effective authoring tool for domain experts poses two significant challenges: it must facilitate the creation of curricular content by domain experts who are typically neither ITS experts nor software engineers, and it must support the creation or modification of ITS-specific pedagogical strategies without exposing the complexity of the ITS itself to the domain expert.

Author/Presenter: 
Robert Taylor
Andy Smith
Samuel Leeman-Munk
Bradford Mott
James Lester
Year: 
2014
Short Description: 

This paper presents a set of authoring tool design principles such as leveraging UI workflows, collaboration, and automation.

Assessing Elementary Students' Science Competency with Text Analytics

Real-time formative assessment of student learning has become the subject of increasing attention. Students’ textual responses to short answer questions offer a rich source of data for formative assessment. However, automatically analyzing textual constructed responses poses significant computational challenges, and the difficulty of generating accurate assessments is exacerbated by the disfluencies that occur prominently in elementary students’ writing. With robust text analytics, there is the potential to accurately analyze students’ text responses and predict students’ future success.

Author/Presenter: 
Samuel P. Leeman-Munk
Eric N. Wiebe
James C. Lester
Year: 
2014
Short Description: 

This paper presents WriteEval, a hybrid text analytics method for analyzing student-constructed responses.

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