Professional Development

Traveling Teacher Professional Development Model: Local Interpretation and Adaptation of Lesson Study in Florida

This mixed-method comparative study examined lesson study in Japan as the original model, and interpretation and adaption of lesson study as an emerging new model of teacher professional development in Florida, the United States. The study found that lesson study has been interpreted through the lens of organizational structures and routines of teacher professional development in Florida and the U.S. in general, and the model was adapted to fit into the existing organizational contexts.

Author/Presenter: 
Motoko Akiba
Lead Organization(s): 
Year: 
2016
Short Description: 

The chapter discusses the underlying views of teacher professional development and the teaching profession in the U.S. that played an important role in the adaptation process of lesson study.

Race to the Top and Lesson Study Implementation in Florida: District Policy and Leadership for Teacher Professional Development

Lesson study was introduced to school districts in Florida in the United States as part of the federal government’s Race to the Top Program in 2010 to scale improvement in instruction and student learning. However, little is known about what district policy and leadership characteristics are associated with the level of lesson study implementation.

Author/Presenter: 
Motoko Akiba
Aki Murata
Cassie Howard
Bryan Wilkinson
Judith Fabrega
Lead Organization(s): 
Year: 
2019
Short Description: 

Based on a mixed methods study of a statewide survey and interviews of district professional development directors, we found that district requirement of lesson study, funding provision, and future sustainability plan were significantly and positively associated with a broader implementation of lesson study within the district. Implications for educational leaders at local educational agencies are discussed.

Resource(s): 

Lesson Study Design Features for Supporting Collaborative Teacher Learning

Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited.

Author/Presenter: 
Motoko Akiba
Aki Murata
Cassandra C. Howard
Bryan Wilkinson
Lead Organization(s): 
Year: 
2019
Short Description: 

Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in an effective inquiry process, which in turn is associated with perceived positive changes in teacher knowledge, self-efficacy, and expectation.

Integrating STEM into Preschool Education: Designing a Professional Development Model in Diverse Settings

High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well, teachers need professional development on how to integrate STEM into preschool curricula, and how to design experiences that support the dual language learners in the classroom.

Author/Presenter: 
Kimberly Brenneman
Alissa Lange
Irena Nayfeld
Lead Organization(s): 
Year: 
2018
Short Description: 

In this article, the authors outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children.

Personal and Canonical PCK: A Synergistic Relationship?

Smith, P. S., Plumley, C. L., Hayes, M. L., & Esch, R. K. (2018). Personal and Canonical PCK: A Synergistic Relationship? In S. Graves, M. Harford, R. Thompson, E. Shay, & S. Uzzo (Eds.), Pedagogical Content Knowledge in STEM (pp. 49-66). The Netherlands: Springer.

Author/Presenter: 
P. Sean Smith
Courtney L. Plumley
Meredith L. Hayes
R. Keith Esch
Lead Organization(s): 
Year: 
2018
Short Description: 

Features approaches for leveraging PCK research in STEM learning across formal and informal settings.

MEL Teaching Resources

The MEL project has developed a set of teaching resources to support the teaching of controversial and/or complex Earth and space science topics. Previously developed MEL teaching resources include those for climate change, earthquakes and fracking, wetlands use, and the formation of the moon. Current baMEL resources are under development for extreme weather, fossils and Earth's past, freshwater availability, and origins of the universe.

Author/Presenter: 
Doug Lombardi
Lead Organization(s): 
Year: 
2018
Short Description: 

The MEL project has developed a set of teaching resources to support the teaching of controversial and/or complex Earth and space science topics.

Transitioning from textbook to classroom instruction in mathematics: The case of an expert Chinese teacher

This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction. Our video analysis indicates that both textbook and enacted teaching included only one worked example; however, the teacher engaged students in unpacking the example in great depth. Both the textbook and the enacted teaching showed “concreteness fading” in students’ use of representations. However, the Chinese teacher incorporated students’ self-generated representations and facilitated students’ active modeling of quantitative relationships.
Author/Presenter: 
Chen Wei
Meixia Ding
Lead Organization(s): 
Year: 
2018
Short Description: 

This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction.

Resource(s): 

Transferring specialized content knowledge to elementary classrooms: Preservice teachers’ learning to teach the associative property

This study explores how preservice teachers (PSTs) transfer the intended specialized content knowledge (SCK) to elementary classrooms. Focusing on the case of the associative property of multiplication, we compared three PSTs’SCK during enacted lessons in fourth grade classrooms with their own learning in professional development (PD) settings. Findings revealed the PSTs’ successes and challenges in unpacking an example task, especially in areas of making connections between concrete and abstract representations and asking deep questions that target quantitative interactions.

Author/Presenter: 
Meixia Ding
Kayla Heffernan
Lead Organization(s): 
Year: 
2018
Short Description: 

This study explores how preservice teachers (PSTs) transfer the intended specialized content knowledge (SCK) to elementary classrooms.

Dynamics of Scientific Engagement in a Blended Online Learning Environment

We investigate in-service teachers’ scientific engagement in a blended online science inquiry course. We analyze a shift from teachers following instructions to doing science themselves, and we characterize it at two levels: first, in how teachers engaged in individual sense-making; and second, in how they oriented to the online community as a space for collaboration and collective knowledge building.

Author/Presenter: 
Vesal Dini
Lama Jaber
Ethan Danahy
Lead Organization(s): 
Year: 
2019
Short Description: 

Authors investigate in-service teachers’ scientific engagement in a blended online science inquiry course. A key implication of this study is the importance of instructional attention to epistemology and affect to create online learning environments that promote productive framings of scientific inquiry.

Developing a Three-Dimensional View of Science Teaching: A Tool to Support Preservice Teacher Discourse

The Next Generation Science Standards (NGSS) and the Framework for K-12 Science Education (NRC, 2012) on which they are based, describe a new vision for science education that includes having students learn science in a way that more closely aligns to how scientists and engineers work and think. Accomplishing this goal will require teacher educators to make important shifts in the ways they prepare future science teachers (NRC, 2012). Many science teaching methods courses are being reformed to better support future science teachers to meet the ambitious goals of the NGSS.

Author/Presenter: 
Michelle L. Sinapuelas
Corinne Lardy
Michele A. Korb
Christine Lee Bae
Rachelle DiStefano
Year: 
2019
Short Description: 

This study utilized the methodology of Improvement Science “Plan, Do Study, Act” cycles in order to design a Three-Dimensional Mapping Tool (3D Map) as a visual scaffold for use in science teaching methods courses to support preservice teachers in unpacking the components of NGSS and to promote discourse related to the three-dimensionality of planning instruction.

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