Search
Decomposing Practice in Teacher Professional Development: Examining Sequences of Learning Activities
Resource
In this paper, authors analyze a PD design, examining its activities and the sequencing of professional learning tasks.
In this paper, we analyze a PD design, examining its activities and the sequencing…
Promoting Teacher Self-Efficacy for Supporting English Learners in Mathematics: Effects of the Visual Access to Mathematics Professional Development
Resource
The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse. This…
Resource
In this article, we describe the case of “Keri,” a fifth-grade teacher who had completed an Elementary Mathematics Specialist (EMS) certification program. Drawn from a larger study investigating the knowledge, beliefs, and…
A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development
Resource
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…
Resource
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
Resource
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…
Resource
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…
Resource
This blog post looks at the role of simulations in teacher learning.
Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers'…
Resource
This study explored how two professional development approaches to reforming math instruction with different mechanisms for fostering change might have valuable synergies when used in tandem to support take-up, i.e.,…
Analyzing Teacher Learning in a Community of Practice Centered on Video Cases of Mathematics Teaching
Resource
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…
Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education
Resource
This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons…
Eliciting and Refining Conceptions of STEM Education: A Series of Activities for Professional Development
Resource
Integrated STEM (science, technology, engineering, and mathematics) education is becoming increasingly common in K–12 classrooms. However, various definitions of STEM education exist that make it challenging for teachers…
Improving Integrated STEM Education: The Design and Development of a K-12 STEM Observation Protocol (STEM-OP) (RTP)
Resource
The work presented here describes in detail the development of an integrated STEM observation instrument - the STEM Observation Protocol (STEM-OP) - that can be used for both research and practice. Over a period of…
We Strive: Initial Explorations of STEM Teachers' Successes and Challenges in Implementing Socioscientific Issues
Resource
This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers…
Resource
The tasks described in this chapter are intended to build connections between these real-world dangers of viral spread and some relevant topics from the secondary mathematics curriculum. We also explore a link between…
Impact of the Design of an Asynchronous Video-Based Learning Environment on Teacher Noticing and Mathematical Knowledge
Resource
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…
Resource
Professional development that privileges teachers’ voice, equity, and the investigation of high-quality instruction is essential to the mathematics education community. However, more research is needed to understand the…
Sustaining at Scale: District Mathematics Specialists’ Adaptations to a Teacher Leadership Preparation Program
Resource
A common approach to scaling up a professional development program is for the researchers who designed the program to prepare teacher leaders to facilitate it at their schools. When researchers eventually leave, however,…
Resource
This study contributes to the growing body of research that highlights the usefulness of professional noticing of children’s mathematical thinking for understanding the complexity and variability in teaching expertise. We…
Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions
Resource
This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting…
Strengthening Teaching in “Rural,” Indigenous-Serving Schools: Lessons from the Diné Institute for Navajo Nation Educators
Resource
This article reports on the first three years of a teacher-led professional development program on the Navajo Nation. We draw on both quantitative and qualitative data from our end-of-year surveys to highlight some of the…
Mathematics and Science Teacher Educators' Use of Representations of Practice: A Mixed Methods Study
Resource
This study sought to explore math and science teacher educators' use of various media to represent practice within methods courses. There is little understanding of why certain media is used over other representations and…
Documenting Professional Learning Focused on Implementing High-Quality Instructional Materials in Mathematics: The AIM–TRU Learning Cycle
Resource
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…
Resource
Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in…
Resource
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…
Resource
This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary…
Characterizing Mathematics Teacher Learning Patterns Through Collegial Conversation in a Community of Practice
Resource
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…
Resource
Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning…
Resource
Repository of project simulation tasks and data.
Repository of project simulation tasks and data.
Mathematics
Science
Classroom Practice…
Investigating the Complexity in Elementary Teachers’ Noticing of Children’s Mathematical Thinking in Written Work
Resource
This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the…
Resource
This site offers professional learning materials for teachers, including a Responsive Mathematics Teaching Toolkit and Lesson Planning and Analyzing Tools.
This site offers professional learning…
Resource
This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one…
Resource
This collection of Responsive Math Teaching (RMT) professional learning resources includes the RMT model, planning and coaching protocol, lesson plan templates, and frameworks for discussing learner thinking and…
Resource
These professional learning modules are designed for use by teacher educators, professional development facilitators, teacher leaders, school or district leaders, family engagement coordinators, and those in similar roles…
Resource
These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers;…
Resource
Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’…
Resource
Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the…
Equity-Focused, Rubric-based Coaching: An Incremental Improvement Approach to Supporting Teachers to Shift Toward More Equitable Mathematics Instruction
Resource
This article considers how school-based mathematics coaches can support teachers to make incremental shifts toward more equitable instruction. We describe a coaching model designed to include elements of incremental…
Resource
Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach…
Mathematics Teacher Persistence in Online Professional Development: Emerging (Mis)alignments Between Instructional Expectations and Professional Development Utility
Resource
Sustained professional development is critical to support mathematics teachers’ development of ambitious instructional practices. This study aimed to better understand the factors and conditions that impact mathematics…
Teachers as Agentic Synthesizers: Recontextualizing Personally Meaningful Practices from Professional Development
Resource
Teacher learning from professional development (PD) remains undertheorized. Most PD studies focus on its content or structure to gauge learning, leaving substantive gaps in our understanding of teacher learning processes…
Resource
Professional development (PD) for mathematics teachers often emphasizes transformative instructional change. However, a more modest, incremental approach may offer a higher likelihood of success in ways that complement…
Resource
In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research…
Exploring Teachers’ Eye-Tracking Data and Professional Noticing When Viewing a 360 Video of Elementary Mathematics
Resource
Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of…
Speak Up or Stay Silent: How Does Teachers’ Verbal Participation in a Professional Development Programme Relate to Instructional Outcomes?
Resource
Like classrooms, professional development (PD) workshops can be organised as dialogic and inclusive spaces, where the verbal contributions of the participants are critical for driving the inquiry and meeting the intended…
Engaging Pre-service and Inservice Teachers in Middle School Mathematics: Using Dynabook to Shape Unconventional College Classrooms
Resource
Courey, S. J., LePage, P., Siker, J. R., Blackorby, J. (2012). Engaging Preservice and Inservice Teachers In Middle School Mathematics: Using Dynabook to Shape Unconventional College Classrooms. Society for Information…
Supporting Implementation of the Common Core State Standards for Mathematics: Recommendations for Professional Development
Resource
In 2010, the National Governor’s Association and the Council of Chief State School Officers published theCommon Core State Standards for Mathematics (CCSSM) and to date, 44 states, the District of Columbia,and the U.S.…
Resource
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…
Resource
This chapter focuses on research that can inform the improvement of mathematics teaching and learning at scale. In educational contexts, improvement at scale refers to the process of taking an instructional innovation that…
Resource
In this article, we present an analytical approach for documenting the identities for teaching that mathematics teachers negotiate as they participate in two or more communities that define high-quality teaching…