Using Practice as a Site to Learn Mathematics for Teaching: Developing Materials, Approaches, and Professional Community (Bass)
Year
2009
Professional Development
Using Distance Video Technologies in Research on In-service Professional Development (Shymansky, 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)
Understanding the Fidelity of Implementation and Scalability of Mathematics Professional Development Curricula (Moeller, Seago, 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)
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
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.
Year
2011
Towards an Empirically Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale
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.
Year
2011
Target Inquiry: Transforming In‐Service Teacher Professional Development and Instruction in High School Chemistry (Yezierski, Herrington)
Year
2009
Short Description
This session presents results of a four-year longitudinal, mixed-methods study showing how Target Inquiry affects teacher beliefs, transforms teacher practice, and increases student achievement.
Supporting the Next Generation of “Stewards” in Mathematics Education
This paper describes Supporting Research, Service and Teaching in Mathematics Education, or STaR, is a program designed to support new faculty who have taken a tenure-track mathematics education position in a U.S. institution of higher education.
Year
2012
Short Description
This paper describes Supporting Research, Service and Teaching in Mathematics Education, or STaR, is a program designed to support new faculty who have taken a tenure-track mathematics education position in a U.S. institution of higher education.
ScratchEd: Working with Teachers to Develop Design-Based Learning Approaches to the Cultivation of Computational Thinking
Year
2010
Short Description
In this poster, we describe the goals of our research, our proposed model for professional development, our framing of design-based approaches to learning, and our framing of computational thinking.