Professional Development

Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards

Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards. A poster to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.

Author/Presenter: 
Susanna Hapgood
Jeanna Heuring
Grant Wilson
Charlene M. Czerniak
Lead Organization(s): 
Year: 
2020
Short Description: 

A poster to be presented at the Association of Science Teacher Educators International Conference.

3DLA: Three Dimensional Learning Architecture Instructional Planning Tool

Hapgood, S., Wilson, G., Heuring, J. & Czerniak, C. M. (Accepted for January 2020). 3DLA: Three dimensional Learning Architecture instructional planning tool. A workshop to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.
Author/Presenter: 
Susanna Hapgood
Grant Wilson
Jeanna Heuring
Charlene M. Czerniak
Lead Organization(s): 
Year: 
2020
Short Description: 

A workshop to be presented at the Association of Science Teacher Educators International Conference.

Resource(s): 

Experimental Impacts of the Ongoing Assessment Project on Teachers and Students

In this report, we describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts. OGAP is a mathematics program which combines teacher formative assessment practices with knowledge of student developmental progressions to build deeper student understanding of mathematics content. OGAP includes teacher professional development, classroom resources, school-based routines for regular practice, and ongoing school-based supports.
Author/Presenter: 
Jonathan A. Supovitz
Caroline B. Ebby
Janine Remillard
Robert A. Nathenson
Lead Organization(s): 
Year: 
2018
Short Description: 

In this report, authors describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts.

Pathways for Analyzing and Responding to Student Work for Formative Assessment: The Role of Teachers’ Goals for Student Learning

This study explored how teachers interpreted and responded to their own student work during the process of formative assessment. The study involved a purposefully selected sample of 32 teachers in grades K-5 who had been trained by the Ongoing Assessment Project (OGAP) to use learning progressions to analyze and respond to evidence in student work.

Author/Presenter: 
Caroline Brayer Ebby
Janine Remillard
Jordan H. D'Olier
Lead Organization(s): 
Year: 
2019
Short Description: 

This study explored how teachers interpreted and responded to their own student work during the process of formative assessment.

Synchronous Online Model for Mathematics Teachers' Professional Development

In this chapter, the authors present the design rationale for and empirical results from a predominantly synchronous three-part online model for the professional development of mathematics teachers in rural contexts. They describe how the design of the components are complementary and are intended to support teachers to develop challenging instructional practices, even when the teachers are geographically remote and dispersed. The three parts include an online course, online video coaching, and online demonstration lessons.

Author/Presenter: 
Jeffrey Choppin
Julie M. Amador
Cynthia Callard
Cynthia Carson
Ryan Gillespie
Lead Organization(s): 
Year: 
2020
Short Description: 

In this chapter, the authors present the design rationale for and empirical results from a predominantly synchronous three-part online model for the professional development of mathematics teachers in rural contexts.

Bridging the Distance: One-on-One Video Coaching Supports Rural Teachers

This article describes online video coaching model used with middle-grades, rural mathematics teachers.

Carson, C., Callard, C., Gillespie, R., Choppin, J., & Amador, J. (2019). Bridging the distance: One-on-one video coaching supports rural teachers. The Learning Professional, 40(6), 66-70.

Author/Presenter: 
Cynthia D. Carson
Cynthia Callard
Ryan Gillespie
Jeffrey Choppin
Julie M. Amador
Lead Organization(s): 
Year: 
2019
Short Description: 

This article describes online video coaching model used with middle-grades, rural mathematics teachers.

Revealing Teacher Knowledge through Making: A Case Study of Two Prospective Mathematics Teachers

We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking. With a focus on the design of new tools that can generate new possibilities for mathematics teaching and learning, this Learning by Design experience has PMTs exploring at the intersection of content, pedagogy, and Making.

Author/Presenter: 
Steven Greenstein
Eileen Fernández
Jessica Davidson
Lead Organization(s): 
Year: 
2019
Short Description: 

We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking.

From the Inside Out: Teacher Responses to the AP Curriculum Redesign

From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, we explored how teachers prepared for and adapted to this reform over a three-year period. Data included four waves of individual interviews with 22 AP Biology and Chemistry teachers across the United States. Data were qualitatively analyzed using emic and etic coding.

Author/Presenter: 
Ayana McCoy
Abigail Jurist Levy
Kim Frumin
Frances Lawrenz
Christopher Dede
Arthur Eisenkraft
Christian Fischer
Barry Fishman
Brandon Foster
Year: 
2019
Short Description: 

From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, authors explore how teachers prepared for and adapted to this reform over a three-year period.

Characterizing the Formative Assessment Enactment of Experienced Science Teachers

Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

Author/Presenter: 
Vesal Dini
Hannah Sevian
Klaudja Caushi
Raúl Orduña Picón
Year: 
2020
Short Description: 

In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

Helping K-12 Teachers Get Unstuck with Scratch: The Design of an Online Professional Learning Experience

K-12 introductory programming experiences are often highly scaffolded, and it can be challenging for teachers and learners to transition from these scaffolded experiences to experiences of learner-directed creative work, where learners are solving problems and fluently expressing ideas through code. Learners can often "get stuck" in this creative process due to a number of different factors: (1) imagination, (2) concepts, (3) bugs, (4) doubt, and (5) pedagogy.

Author/Presenter: 
Paulina Haduong
Karen Brennan
Lead Organization(s): 
Year: 
2019
Short Description: 

In this paper, authors describe the design and implementation of Getting Unstuck, a 21-day, email-based learning experience for K-12 teachers interested in developing greater familiarity and fluency with Scratch.

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