Jennifer Jacobs

Professional Title
Research Associate
Organization/Institution
University of Colorado Boulder
Keywords
Professional Development
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Jacobs, J. K., Koellner, K., Seago, N., Garnier, H. & Wang, C. (2020). Professional development to support the learning and teaching of geometry: Examining the impact on teacher knowledge, instructional practice and student learning in two contexts. In P. Jenlink (Ed.), The Language of mathematics: How the teacher’s knowledge of mathematics affects instruction (pp.143-173). Lanham, MD: Rowman and Littlefield.*
  • Seago, N., Koellner, K. & Jacobs, J. (2018). Video in the middle: Purposeful design of video-based mathematics professional development. Contemporary Issues in Technology and Teacher Education, 18(1), 29-49.*
  • Jacobs, J., Seago, N. & Koellner, K. (2017). Preparing facilitators to use and adapt professional development materials productively. International Journal of STEM Education, 4(1), 30.*

An Efficacy Study of the Learning and Teaching Geometry PD Materials: Examining Impact and Context-Based Adaptations

University of Colorado Boulder
07/01/2015

This study will examine the impact of the Learning and Teaching Geometry (LTG) professional development for secondary mathematics teachers on the teachers' knowledge and classroom instruction, as well as on their students' learning. As the nation invests vast resources in the professional development of teachers to meet new curriculum and instruction challenges, exploring the efficacy of professional development is important to understand how best to direct those resources.

Toward a Scalable Model of Mathematics Professional Development: A Field Study of Preparing Facilitators to Implement the Problem-solving Cycle

University of Colorado Boulder
10/01/2007

The study includes two and a half years of preparation and support for all the mathematics instructional leaders (ILs) within a large urban school district with a substantial minority student enrollment. These ILs will implement the Problem-Solving Cycle model with the mathematics teachers in their schools. Researchers will analyze the preparation and support that ILs need, the quality of their implementation, and the impact of the PD process on ILs, teachers, and students.