Professional Development

This study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

This article examines the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions.

This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of academically rigorous, culturally responsive curriculum across the Navajo Nation.

In this study, authors examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program.

In this webinar, presenters Joseph DiNapoli, Eileen Murray, Doug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers build knowledge while collectively analyzing and discussing video of mathematics teaching, and engaged webinar participants with that analytic method to gather feedback on the approach developed through the DRK-12 projects, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases. 

In this webinar, presenters Joseph DiNapoli, Eileen Murray, Doug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers build knowledge while collectively analyzing and discussing video of mathematics teaching, and engaged webinar participants with that analytic method to gather feedback on the approach developed through the DRK-12 projects, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases. 

In this webinar, presenters Joseph DiNapoli, Eileen Murray, Doug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers build knowledge while collectively analyzing and discussing video of mathematics teaching, and engaged webinar participants with that analytic method to gather feedback on the approach developed through the DRK-12 projects, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases. 

Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers?

Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers?

Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers?