Observable mathematical teaching expertise among upper elementary teachers: connections to student experiences and professional learning

2019 ◽  
Vol 23 (5) ◽  
pp. 433-461
Author(s):  
Amy Auletto ◽  
Kristy Cooper Stein
Keyword(s):  
Elementary Teachers ◽  
Professional Learning ◽  
Upper Elementary ◽  
Student Experiences ◽  
Teaching Expertise ◽  
Mathematical Teaching

Lessons Learned from Designing and Implementing a Three-Year Professional Development Program

2017 ◽  
pp. 415-427
Author(s):  
Jennifer V. Jones ◽  
Cecilia C. Arias
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Professional Learning ◽  
Development Program ◽  
Lessons Learned ◽  
Professional Development Program ◽  
Upper Elementary ◽  
Revision Process ◽  
Initial Design ◽  
Program Components

This chapter highlights a process of creating, revising, and evaluating a professional development (PD) program for in-service upper elementary teachers (grades 3-6), titled the Central New Jersey Partnership to Enhance Mathematics Achievement (CNJ PEMA). Beginning with the research base that informed the initial design of the multi-year program, a description of the program components and implementation, a discussion of the revision process, and lessons learned from formal evaluation (daily feedback forms) and teacher reflections are provided. In particular, attention is focused on how the program sought to include teachers as partners in the creation and revision process as a way to provide them with a voice and choice in their own professional learning.

scholarly journals Designing professional learning tasks for mathematics learning trajectories

2013 ◽  
Vol 7 (4) ◽  
pp. 135-143
Author(s):  
P. Holt Wilson ◽  
Paola Sztajn ◽  
Cyndi Edgington
Keyword(s):  
Elementary Teachers ◽  
Teacher Learning ◽  
Teacher Knowledge ◽  
Professional Learning ◽  
Mathematics Learning ◽  
Theoretical Perspective ◽  
Learning Task ◽  
Learning Trajectory ◽  
Learning Trajectories ◽  
Learning Tasks

In this paper, we present an emerging set of learning conjectures and design principles to be used in the development of professional learning tasks that support elementary teachers’ learning of mathematics learning trajectories. We outline our theoretical perspective on teacher knowledge of learning trajectories, review the literature concerning mathematics professional learning tasks, offer a set of initial conjectures about teacher learning of learning trajectories, and articulate a set of principles to guide the design of tasks. We conclude with an example of one learning trajectory professional learning task taken from our current research project.Diseño de tareas de aprendizaje profesional para trayectorias de aprendizaje de matemáticasEn este artículo, presentamos un conjunto emergente de conjeturas de aprendizaje y de principios de diseño para ser empleados en el desarrollo de tareas de aprendizaje profesional que apoyan el aprendizaje de trayectorias de aprendizaje de matemáticas de maestros de primaria. Describimos brevemente nuestra perspectiva teórica sobre el conocimiento del profesor acerca de trayectorias de aprendizaje; revisamos la literatura sobre tareas de aprendizaje profesional, presentamos un conjunto de conjeturas iniciales acerca del aprendizaje del profesor sobre trayectorias de aprendizaje; y articulamos un conjunto de principios para guiar el diseño de tareas. Concluimos con un ejemplo de una tarea de aprendizaje profesional que ha sido tomada de nuestro proyecto de investigación actual.Handle: http://hdl.handle.net/10481/24791Nº de citas en WOS (2017): 3 (Citas de 2º orden, 2)Nº de citas en SCOPUS (2017): 3 (Citas de 2º orden, 1)

Learning Together: Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework

2020 ◽  
pp. 088840642093068
Author(s):  
Amber E. Benedict ◽  
Mary Brownell ◽  
Elizabeth Bettini ◽  
Hyojong Sohn
Keyword(s):  
Elementary Teachers ◽  
Reading Instruction ◽  
Lesson Study ◽  
Reading Difficulties ◽  
Pedagogical Practices ◽  
Upper Elementary ◽  
Evidence Based ◽  
Word Study ◽  
New Knowledge ◽  
Based Instruction

Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers’ ( n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students’ struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.

The Views of Teachers on Assessment: A Comparison of Lower and Upper Elementary Teachers

2001 ◽  
Vol 15 (2) ◽  
pp. 234-241 ◽  
Author(s):  
Mary L. Trepanier-Street ◽  
Shannan McNair ◽  
Mary M. Donegan
Keyword(s):  
Elementary Teachers ◽  
Upper Elementary

scholarly journals Professional Learning Communities Assessment - Revised: A Measure of Schools as Learning Organisations

2020 ◽  
Vol 28 (4) ◽  
Author(s):  
Visal Moosa ◽  
Sallimah Salleh ◽  
Lukman Hamid
Keyword(s):  
Elementary Teachers ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Factor Model ◽  
Model Fit ◽  
Confirmatory Factor ◽  
Context Of Learning ◽  
Reasonable Model ◽  
Equal Consideration

Recent years showed a much stronger appeal for transforming schools, among other organisations, into learning organisations. More than two decades into the coining of the term learning organisations, researchers are still in pursuit of proper tools for measuring the construct. The present investigation aims to evaluate the appropriateness of Professional Learning Communities Assessment – Revised (PLCA-R) for assessing schools as learning organisations. Data gathered from 224 elementary teachers were analysed using Confirmatory Factor Analysis (CFA) to validate the dimensionality of the selected tool in an organisational context. The results provided reasonable model fit and validity for the hypothesised six-factor model indicating that PLCA-R is a suitable tool for assessing schools as learning organisations. The findings imply that all the dimensions of PLCs have to be given equal consideration when implementing PLCs in the context of learning organisations.

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