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Examining the Impact of Lesson-Analysis Based Teacher Education and Professional Development across Methods Courses, Student Teaching, and Induction
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Presentation on ViSTA at the 2017 NARST conference in San Antonio, Texas. The ViSTA Plus project is a multi-year preservice teacher education program for elementary teachers that spans the methods course, student teaching…
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In this article, authors introduce the design of a science teaching video club and present a study of its implementation.
Science education stakeholders worldwide are engaged in efforts to support…
The Impact of Multimedia Educative Curriculum Materials (MECMs) on Teachers' Beliefs about Scientific Argumentation
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Authors discuss how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation.
Recent reform efforts in science education include a focus on science…
Teacher Voices from an Online Elementary Mathematics Community: Examining Perceptions of Professional Learning
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This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how…
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In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in…
A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development
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In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. This chapter contributes to understanding how online contexts provide opportunities to…
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In this project, we have designed, implemented, and started to research an innovative fully online video-based professional development model for mathematics coaches in rural contexts. The intent of the poster will be to…
Examining the Use of Video Annotations in Debriefing Conversations during Video-Assisted Coaching Cycles
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This study examined how mathematics coaches leverage written annotations to support professional discourse with teachers about important classroom events during synchronous debriefing conversations. Coaches and teachers…
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This study explored an innovative coaching model termed video-based online video coaching. As part of an NSF-funded project, we studied nine mathematics coaches over four years as they engaged in video-based coaching…
Analyzing Teacher Learning in a Community of Practice Centered on Video Cases of Mathematics Teaching
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Incorporating video case study of mathematics teaching into professional development (PD) can provide opportunities for teachers to develop new ways of seeing teaching and learning and inform efforts to enact new…
Impact of the Design of an Asynchronous Video-Based Learning Environment on Teacher Noticing and Mathematical Knowledge
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In this paper, we share the design and impact of a set of two-hour online mathematics professional development modules adapted from face-to-face video-based materials.
In this paper, we share the design…
Documenting Professional Learning Focused on Implementing High-Quality Instructional Materials in Mathematics: The AIM–TRU Learning Cycle
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The research contained in this article used qualitative methods to articulate and test the design underlying our professional learning cycle by advancing conjecture mapping, a device by which the embodiments of the design…
Exploring the Noticing of Science Teachers: What Teachers' Notice and Using Video to Capture Teacher Knowledge
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Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors…
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Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study…
Characterizing Mathematics Teacher Learning Patterns Through Collegial Conversation in a Community of Practice
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We examined secondary (6-12) mathematics teachers’ participation in a professional development (PD) model where they collectively investigated video cases of students engaging with ambitious instructional materials. We…
Using Distance Video Technologies in Research on In-service Professional Development (Shymansky, Matthews)
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This session presents strategies for delivering professional development via interactive television and using videos collected remotely as a data source.
Professional Development…
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Professional Development
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