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In this chapter, authors use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for analzying the design of professional development.
In this chapter, we use the Framework…
Decomposing Practice in Teacher Professional Development: Examining Sequences of Learning Activities
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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
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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…
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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…
Developing and Piloting a Tool to Assess Culturally Responsive Principles in Schools Serving Indigenous Students
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This article presents a tool and discusses the rationale for the authors’ development of a tool designed to assess the alignment of culturally responsive schooling principles within schools serving predominantly…
From Professional Development to Native Nation Building: Opening Up Space for Leadership, Relationality, and Self-Determination through the Diné Institute for Navajo Nation Educators
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Many of us have multiple stories that would be appropriate to tell given the theme of this Special Issue. I am compelled to tell a story about my work with teachers, teacher leaders, and other allies on the…
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Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how…
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This study investigates the emergence and cultivation of teachers' “epistemic empathy” in response to analyzing videos of student inquiry. We define epistemic empathy as the act of understanding and appreciating…
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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…
Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering
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We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students’…
Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge
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This position paper advocates supporting computer science (CS) teacher professional learning by supplementing existing curriculum-specific teacher professional development (PD) with standards-aligned PD that focuses on…
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…
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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'…
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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
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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…
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Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for…
Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education
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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
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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)
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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…
Training a New Generation of Problem Solvers: How Can Education Programs Develop the Problem-Solving Skills of Today's Schoolchildren and Tomorrow's STEM Workforce?
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This article addresses the need and potential for students to develop problem-solving skills as part of STEM learning.
Songer, N.B. (2022 April) Training a new generation of problem solvers: How can…
Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations
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The Next Generation Science Standards (NGSS) have been imperative for informing many facets of the chemistry education research field, one of which includes the professional development (PD) of high school teachers. While…
Building Teacher Leadership for Equitably Accessible Distance Science Learning in a School District During COVID-19
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AERA symposium presentation on accessible distance learning in science during COVID.
Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably…