Professional Development

Pre-Service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades: A Preliminary Report

Algebra
Cyberlearning
Gaming/Virtual Environments
Professional Development
Middle
Access Link
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_=&ERICEx…
Author/Presenter

Irving Brown

Trina Davis

Gerald Kulm

Lead Organization(s)
Texas A&M University
Year
2011
Short Description

This article presents our plans and initial work to explore how mathematics teacher education programs can prepare teachers for diverse middle grades classrooms. It describes the start-up of a five-year National Science Foundation project to design, develop, and test technology-enriched teacher preparation strategies to address equity in algebra learning. The participants in this pilot group demonstrated a need to develop their mathematical problem-solving skills, but they also exhibited strong beliefs about their own potential to be successful in the mathematics classroom. Preliminary results appear to indicate that Second Life (software) simulations can provide rich settings for teacher development on specific mathematics teaching skills and challenge them to apply their ideas about diversity. (Contains 5 tables and 4 figures.)

Math for All Participant Book

Mathematics
Professional Development
Elementary

Access the Math for All: Facilitators version at http://www.corwin.com/books/Book228832

Access Link
http://www.corwin.com/books/Book233325
Author/Presenter

Babette Moeller

Barbara Dubitsky

Marvin Cohen

Karen Marschke-Tobier

Hal Melnick

Linda Metnetsky

Lead Organization(s)
Education Development Center, Inc. (EDC)
Bank Street College of Education
Year
2012
Short Description

Developed by the Education Development Center and Bank Street College of Education, this professional development program will show general and special education teachers how to collaborate to provide a high-quality, standards-based mathematics education to all students, including those with disabilities. The Math for All learning experiences detailed in the corresponding facilitator’s kit will help teachers:
•Assess students’ strengths and needs
•Use multiple instructional strategies to teach specific math concepts
•Tailor lessons based on individual students' strengths and needs to help them achieve high-quality learning outcomes in mathematics

This program will emphasize how the neurodevelopmental demands of a math lesson interact with individual students' strengths and needs. The authors will provide step-by-step guidance for adapting materials, activities, and instructional strategies to make lessons accessible to all students. This participant book includes the handouts and reproducibles for the program. The forthcoming kit will include a facilitator’s guide and a corresponding DVD.

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

Professional Development
Elementary

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.

Access Link
http://onlinelibrary.wiley.com/doi/10.1002/tea.20408/abstract
Author/Presenter

Roth, Kathleen

Garnier, Helen

Chen, Catherine

Lemmens, Meike

Schwille, Kathleen

Wickler, Nicole

Year
2011
Short Description

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. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi-level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011

Using Distance Video Technologies in Research on In-service Professional Development (Shymansky, Matthews)

Professional Development
Video
Elementary
Author/Presenter

James Shymansky

Charles Matthews

Year
2009
Short Description

This session presents strategies for delivering professional development via interactive television and using videos collected remotely as a data source.

Resource(s)
ShymanskyMatthews DRK-12Mtg(2009).ppt

Understanding the Fidelity of Implementation and Scalability of Mathematics Professional Development Curricula (Moeller, Seago, Borko)

Curriculum
Mathematics
Professional Development
Middle
Access Link
http://cadrek12.org/sites/default/files/Moeller%20Understanding%20Fidelity%20of…
Author/Presenter

Babette Moeller

Nanette Seago

Hilda Borko

Year
2009
Short Description

Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.

Understanding the Fidelity of Implementation and Scalability of Mathematics Professional Development Curricula (Moeller, Seago, Borko)

Curriculum
Mathematics
Professional Development
Middle
Access Link
http://cadrek12.org/sites/default/files/Moeller%20Understanding%20Fidelity%20of…
Author/Presenter

Babette Moeller

Nanette Seago

Hilda Borko

Year
2009
Short Description

Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.

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

Mathematics
Professional Development
Other

Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with mathematics teachers, school leaders, and district leaders in four urban school districts in the US.

Access Link
http://cadrek12.org/sites/default/files/CobbJackson_MTED_scaleup_110120.pdf
Author/Presenter

Cobb, Paul

Jackson, Kara

Year
2011
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