Professional Development
Empowered Teacher webpage: www.empoweredteacher.org
Access Link
Year
2010
District Development as a Means of Improving Mathematics Teaching and Learning at Scale
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 has proved effective in supporting students’ learning in a small number of classrooms and reproducing that success in a large number of classrooms. We first argue that such research should view mathematics teachers’ instructional practices as situated in the institutional settings of the schools and broader administrative jurisdictions in which they work.
Year
2008
Blogs: Enhancing links in a professional learning community of science and mathematics teachers
Year
2007
Short Description
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.
Resource(s)
Assembling Our Knowledge of Teacher Learning: The State of Our Understanding and Practices (Wilson)
Year
2009
Short Description
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.
Resource(s)
Analyzing Educational Policies as Designs for Supporting Learning
Submitted to The Journal of the Learning Sciences
Year
2010
Analyzing Educational Policies as Designs for Supporting Learning
Submitted to The Journal of the Learning Sciences
Year
2010
A Successful Professional Development Model for Preparing Teachers to use Reform-Based Curriculum Effectively (Sutherland, Krajcik)
Year
2009
Short Description
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.