Loving, C. C., Schroeder, C., Kang, R., Shimek, C., & Herbert, B. (2007). Blogs: Enhancing links in a professional learning community of science and mathematics teachers. Contemporary Issues in Technology and Teacher Education [Online serial], 7(3). Available: http://www.citejournal.org/vol7/iss3/maintoc.cfm.
In this interactive talk, Wilson will ask each project to make explicit its assumptions about how teachers learn, the forces that matter the most, and how the logic and components of programs reflect those underlying assumptions. Wilson will then consider that array of assumptions in light of relevant scholarship on teaching quality and teacher learning.
Submitted to The Journal of the Learning Sciences
Submitted to The Journal of the Learning Sciences
In this session, participants experience a PD model that successfully encourages teachers to adopt a curriculum’s underlying philosophy rather than simply to enact it as sequence of activities.
In this session, participants experience a PD model that successfully encourages teachers to adopt a curriculum’s underlying philosophy rather than simply to enact it as sequence of activities.
In this session, participants experience a PD model that successfully encourages teachers to adopt a curriculum’s underlying philosophy rather than simply to enact it as sequence of activities.
In this session, participants experience a PD model that successfully encourages teachers to adopt a curriculum’s underlying philosophy rather than simply to enact it as sequence of activities.
We invite teachers, coaches, and other instructional leaders who will be using Transition to Algebra materials in the upcoming school year to a special orientation at Education Development Center (EDC). Transition to Algebra is a full-year algebra support curriculum that focuses on building algebraic habits of mind in order to raise the competence and confidence of students who may need extra support to succeed in a first-year algebra class. Find out more at ttalgebra.edc.org.
Two projects that are investigating how middle school geometry professional development materials support teachers’ learning. Presenters compare approaches, present preliminary results, and discuss strengths and challenges.
This session focuses on two professional development projects, both aimed at increasing geometric content knowledge of middle school mathematics teachers and their students. The goal is to engage grantees in considering what the presenters are learning about the impact of these projects and to consider next steps in advancing the field. The two participating projects are:
