Teachers’ perceptions of a maker-centered professional development experience: a multiple case study

2020 ◽  
Author(s):  
W. Monty Jones
Keyword(s):  
Professional Development ◽  
Multiple Case Study ◽  
Teachers Perceptions ◽  
Development Experience ◽  
Multiple Case

Mathematics Teachers' Perspectives on Professional Development Around Implementing High Cognitive Demand Tasks

2017 ◽  
pp. 538-560 ◽  
Author(s):  
Amber G. Candela
Keyword(s):  
Professional Development ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Cognitive Demand ◽  
Multiple Case Study ◽  
Mathematics Classrooms ◽  
Multiple Case ◽  
Teachers Perspectives ◽  
High Cognitive Demand

This chapter will provide readers with an overview of a professional development created and enacted to support teachers' implementation of high cognitive demand tasks (Smith & Stein, 2011). This multiple case study seeks to give voice to the three seventh grade mathematics teachers who participated in the professional development as they share their perspectives on what factors affected their implementation of high cognitive demand tasks. The goal of this chapter is to provide an overview of the structure of the professional development, share the aspects of the professional development the teachers identified as supportive when planning and implementing high cognitive demand tasks in their mathematics classrooms, and discuss ideas for future professional development aimed at providing teachers with instructional practices to incorporate into classrooms.

Online Dyslexia Professional Development for Diverse Practitioners: A Multiple-Case Study

2021 ◽  
pp. 088840642110503
Author(s):  
Kristi Cheyney-Collante ◽  
Vivian Gonsalves ◽  
Sarah Giuliani
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Program Analysis ◽  
Critical Path ◽  
Development Program ◽  
Multiple Case Study ◽  
Community Members ◽  
Multiple Case ◽  
Language Learning Disability

The International Dyslexia Association estimates that on average, as many as 15% to 20% of the population may display symptoms of dyslexia, which include inaccurate or laborious reading, and weak spelling and writing. Unfortunately, many individuals with dyslexia have found themselves surrounded by school and community members who do not understand this pervasive and well-documented language-learning disability. Data on experiences of diverse practitioners attempting to gain expertise in dyslexia are one critical path for identifying potential mechanisms for mitigating these challenges. In this article, the authors report on a multiple-case study designed to better understand the experiences and contexts of graduate students enrolled in an online dyslexia assessment and intervention professional development program. Analysis revealed common contextual barriers to practice across unique settings and also common supports acquired as participants built their internal capacity through their online learning experiences.

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