DRK-12 Research and Products
- Presentation | Many assume that better-quality teachers will lead to improvements in the quality of teaching and,thus, student outcomes. Over the past decade, a program has been developed of research around measuring key components of mathematical teacher quality and the mathematical...
- Publication | With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment of interaction. We use a series of spatial images as metaphors to analyze the way...
Unpacking Core Teaching Practices in Elementary Mathematics to Support Teacher Learning and Assessment (Boerst, Moss, Blunk)Presentation
- Presentation | The session summarizes the results of research identifying pivotal experiences of career science teachers and suggests implications and applications for professional development delivery.
Negotiation of the "presence of the text": How might teachers' language choices influence the positioning of the textbook?Publication | Chapter in Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction.
- Presentation | This session considers teachers’ transitions from teacher-centered mathematics to student-centered mathematics, including issues of meaning, coherence, and learnability, as well as the importance of working with colleagues.
A Design Pattern for Observational Investigation Assessment Tasks (Large Scale Assessment Technical Report 2)Publication
- Presentation | This session describes a suite of instruments for measuring implementation of instructional materials and ways those instruments have been adapted to other materials and interventions.
Using Distance Video Technologies in Research on In-service Professional Development (Shymansky, Matthews)Presentation | This session presents strategies for delivering professional development via interactive television and using videos collected remotely as a data source.
- Publication | DRK–12 projects at all stages, from early design work through completion, can benefit from an awareness and understanding of the challenges of knowledge use, so that what is designed can be suitably adapted and scaled.