Electronic File

Videobased lesson analysis: Effective science PD for teacher and student learning

Author(s): 
Roth, Kathleen
Garnier, Helen
Chen, Catherine
Lemmens, Meike
Schwille, Kathleen
Wickler, Nicole
Contact Info: 
Publication Type: 
Journal
Year: 
2011
Month: 
February
In press?: 
In Press
Resource Format: 

The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis-of-practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year-long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students.

Overview of the Chemistry Education Research Doctoral Scholars Program

Author(s): 
McClary, LaKeisha
Bretz, Stacey Lowery
Contact Info: 
Publication Type: 
Unpublished
Year: 
2012
Month: 
January
In press?: 
In Press
Resource Format: 

Defining Visions of High-Quality Mathematics Instruction

Author(s): 
Munter, Charles
Publication Type: 
Proceedings
Year: 
2009
In press?: 
In Press
Resource Format: 

By synthesizing what has been learned with regard to critical dimensions of mathematics classroom teaching and learning, and investigating the ways teachers and other school personnel characterize high-quality mathematics instruction, this study defines the notion of ‘instructional vision’ and provides an initial categorization scheme.

Refining a Vision of Ambitious Mathematics Instruction to Address Issues of Equity

Note: A previous version of this paper was presented at the National Council of Teachers of Mathematics Research Pre-Session in San Diego (April 2010) and the Annual Meeting of the American Educational Research Association in Denver (April 2010).

Negotiating Identities for Mathematics Teaching in the Context of Professional Development

Author(s): 
Gresalfi, Melissa
Cobb, Paul
Publication Type: 
Unpublished
Year: 
2010
In press?: 
In Press
Resource Format: 

In this article, we present an analytical approach for documenting the identities for teaching that mathematics teachers negotiate as they participate in two or more communities that define high-quality teaching differently. Drawing on data from the first two years of a collaboration with a group of middle-school mathematics teachers, we focus on a critical initial condition for teachers to improve their practice—determining that the effort required is worthwhile.

Towards an Empirically Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale

Author(s): 
Cobb, Paul
Jackson, Kara
Publication Type: 
Unpublished
Year: 
2011
In press?: 
In Press
Resource Format: 

Submitted to Mathematics Teacher Education and Development on January 20, 2011

District Development as a Means of Improving Mathematics Teaching and Learning at Scale

Author(s): 
Cobb, Paul
Smith, Thomas
Publication Type: 
Chapter
Year: 
2008
In press?: 
In Press
Resource Format: 

This chapter focuses on research that can inform the improvement of mathematics teaching and learning at scale. In educational contexts, improvement at scale refers to the process of taking an instructional innovation that has proved effective in supporting students’ learning in a small number of classrooms and reproducing that success in a large number of classrooms. We first argue that such research should view mathematics teachers’ instructional practices as situated in the institutional settings of the schools and broader administrative jurisdictions in which they work.

A Design Pattern for Experimental Investigation (Large-Scale Assessment Technical Report 8)

The significance of inquiry skills is widely acknowledged in science practice across many areas.  Carrying out experimental investigations is an indispensable element of scientific inquiry and, therefore, an important capability to assess.

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