scholarly journals Changes in Teachers’ Discourse About Students in a Professional Development on Learning Trajectories

2017 ◽  
Vol 54 (3) ◽  
pp. 568-604 ◽  
Author(s):  
P. Holt Wilson ◽  
Paola Sztajn ◽  
Cyndi Edgington ◽  
Jared Webb ◽  
Marrielle Myers
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Student Performance ◽  
Mathematics Learning ◽  
Development Program ◽  
Learning Trajectory ◽  
Learning Trajectories ◽  
Elementary Grade ◽  
Over Time ◽  
Discursive Patterns

This study examines teachers’ discussions in a professional development setting to understand the ways in which learning a mathematics learning trajectory may change aspects of their discourse about students as learners. Using mixed methods, we bring together two theoretical frames that use a Vygotskian perspective on learning to analyze professional discussions among 22 elementary-grade teachers participating in a yearlong, 60-hour mathematics professional development program. Results indicate that over time, some discursive patterns for explaining students’ academic performance changed to incorporate the trajectory, while others remained unaffected. Whereas this change transformed one of the patterns in a way that led to new explanations for student performance, another pattern changed only slightly and was still used to express the same explanations for performance.

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)

scholarly journals Evolution of Inquiry Questions in a Cyclic Professional Development Program

2020 ◽  
Vol 20 (3) ◽  
pp. 3-18
Author(s):  
John Gruver ◽  
Janet Bowers
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Development Program ◽  
Professional Development Program ◽  
Cyclic Process ◽  
Research Projects ◽  
Teacher Researchers ◽  
Research Questions ◽  
Support Students ◽  
Over Time

Teachers in professional development (PD) programs need time to adopt, enact and reflect on what they are learning in the PD within their own situations. To encourage reflective implementation and adaptation of ideas and practices promoted in the PD studied in this article, participants were asked to engage in several small action research projects over time. To gain insights into how the cyclic process of implementation and reflection effected changes in practice and knowledge, we examined the nature of the research questions asked by a cohort of teacher-researchers (n=31) as they engaged in several cycles of action research over a three-year period. We found the nature of the questions they asked shifted over time from investigating the efficacy of particular interventions in terms of students' performance to exploring how to support students as they reason about mathematics. These results provoke questions about why these particular changes occurred and why others did not.

Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration

2009 ◽  
Vol 111 (5) ◽  
pp. 1195-1241 ◽  
Author(s):  
Chrystalla Mouza
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Professional Growth ◽  
Development Program ◽  
Multiple Sources ◽  
Design Data ◽  
The Impact ◽  
Over Time ◽  
Continual Learning

Background/Context Although there is a growing body of literature on the characteristics of effective professional development, there is little direct evidence on the extent to which these characteristics influence teacher learning and practice. In particular, few studies exist to date that demonstrate the impact of technology-focused professional development on teacher learning and practice. Even fewer studies have examined teacher learning for more than a year to understand the sustainability and growth of professional development gains. Purpose The purpose of this study is to examine the long-term impact of research-based professional development on teacher learning and practice with respect to technology. Analysis is based on data collected from 7 urban teachers 2 years after their participation in a yearlong, technology-focused professional development program. Follow-up data are compared with data collected by the author during the teachers’ participation in professional development to (1) investigate the sustainability and growth of teachers’ learning, (2) identify the conditions that facilitated or hindered teachers’ capacity to further develop their thinking, knowledge, and practice with regard to technology, and (3) map the trajectory of teachers’ learning over a 3-year period. Research Design The study employed a qualitative multiple case study design. Data were collected from multiple sources that included teacher interviews, surveys, classroom observations, and collection of artifacts. Two outcomes were defined as critical measures of long-term learning: sustainability and growth. Findings/Results Results indicated that participation in research-based professional development fostered sustained changes in teachers’ educational technology knowledge, ability to design and implement technology-supported experiences for students, and beliefs toward teaching and learning with technology. In two cases, these changes became the basis for continual learning and led to ongoing professional growth. Further, findings revealed three factors that influenced teacher learning over time: (1) student characteristics, (2) access to resources, and (3) social support and opportunities for collaboration with peers. Conclusions/Recommendations Findings of the study suggest that participation in professional development that is grounded in the currently accepted best practices can impact teacher learning and practice. They also offer insights into the process by which teachers modify their knowledge, practices, and beliefs and the conditions that influence learning over time. Further, they provide new lenses for analyzing teacher learning that suggest looking more closely into the interactive relationship between practices and beliefs, as well as the ways in which classroom experience influences continual learning and change.

Organizational Knowledge Creation in the Context of a Professional Development Program: Mixed-Methods Longitudinal Results From the ALPS Study

2017 ◽  
Vol 4 (2) ◽  
pp. 151-161
Author(s):  
Lucie Richard ◽  
François Chiocchio ◽  
Anahi Morales Hudon ◽  
Laurence Fortin-Pellerin ◽  
Éric Litvak ◽  
...  
Keyword(s):  
Professional Development ◽  
Health Promotion ◽  
Mixed Methods ◽  
Social Services ◽  
Knowledge Creation ◽  
Organizational Context ◽  
Development Program ◽  
System Reform ◽  
Local Health ◽  
Health Directorate

In Quebec (Canada), the 2004 health system reform brought new challenges for organizations and professionals. To support the reform, the Regional Public Health Directorate of Montreal designed a professional development pilot program, the Health Promotion Laboratory, a strategy to develop and improve health promotion practices and competencies in local health and social services centers. This article reports the results of an analysis of two laboratory sites using a mixed-methods approach and a multiple case study design; the aim was to describe the creation of knowledge through the laboratory and its dissemination in the organization, as well as to identify influencing factors. In-depth semistructured interviews were conducted to collect data on the knowledge creation process and organizational context. Self-administered questionnaires were used four times over the course of each laboratory to measure active participation, commitment, psychological safety, innovation, and satisfaction. Our findings showed that knowledge acquired through participation in the laboratory was disseminated in the host organizations, both through externalization, combination, and, to a lesser extent, internalization. It is highly plausible that team processes and outcomes such as commitment, satisfaction, and innovation influenced this process, as well as contextual factors such as participant turnover, university affiliation, and internal team dynamics. These results show the potential of the laboratory for improving professional practices. They also suggest useful avenues for managers and decision makers interested in implementing such an initiative. Future work should consider the inclusion of other constructs derived from the literature on team effectiveness such as group learning, communication, and skill development.

scholarly journals LEARNING TRAJECTORIES BASED INQUIRY UNTUK MEMBANGUN MATHEMATICAL KNOWLEDGE FOR TEACHING GURU ANAK USIA DINI

PRISMA ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 123
Author(s):  
Merry Novianty
Keyword(s):  
Professional Development ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Development Program ◽  
Professional Development Program ◽  
Learning Trajectories ◽  
Knowledge For Teaching ◽  
Teaching Professional Development ◽  
Teaching Professional

Guru mempunyai peran penting dalam meningkatkan kemampuan matematika anak. Oleh karena itu, Mathematical Knowledge for Teaching (MKT) harus dibangun dan ditingkatkan agar dapat melakukan kegiatan pengembangan dengan baik.  Untuk meningkatkan kualitasnya, para guru diharapkan terlibat dalam pengembangan profesional atau Professional Development Program (PDP). PDP merupakan sarana untuk menigkatkan dan mempertahankan pengetahuan dan keterampilan yang berkaitan dengan kehidupan profesional guru. Dalam pengembangan program tersebut, diperlukan sebuah model pembelajaran sebagai pedoman pelaksanaannya. Model tersebut diharapkan dapat memancing logika dan pengetahuan guru dalam mengajar matematika. Learning Trajectories Based Inquiry (LTBI) merupakan lintasan belajar dengan menekankan kepada proses mencari dan menemukan. Dalam hal ini, pengetahuan dibangun melalui proses pencarian, serta proses berpikir kritis dan analitis untuk merumuskan kesimpulan. Makalah ini akan membahas apa yang dimaksud dengan Learning Trajectories Based Inquiry (LTBI), bagaimana merancang model LTBI dalam pelaksanaan Professional Development Program (PDP). Serta bagaimana pelaksanaan PDP dengan model LTBI dapat membangun MKT. Keywords:  Learning Trajectories Based Inquiry, Mathematical Knowledge for Teaching, Professional Development Program 

scholarly journals A Multivariate Probit Model for Learning Trajectories: A Fine-Grained Evaluation of an Educational Intervention

2020 ◽  
Vol 44 (7-8) ◽  
pp. 515-530
Author(s):  
Yinghan Chen ◽  
Steven Andrew Culpepper
Keyword(s):  
Student Performance ◽  
Skill Acquisition ◽  
Educational Intervention ◽  
Probit Model ◽  
Learning Trajectory ◽  
Learning Trajectories ◽  
Fine Grained ◽  
Dimensional Approximation ◽  
Post Test ◽  
Educational Studies

Advances in educational technology provide teachers and schools with a wealth of information about student performance. A critical direction for educational research is to harvest the available longitudinal data to provide teachers with real-time diagnoses about students’ skill mastery. Cognitive diagnosis models (CDMs) offer educational researchers, policy makers, and practitioners a psychometric framework for designing instructionally relevant assessments and diagnoses about students’ skill profiles. In this article, the authors contribute to the literature on the development of longitudinal CDMs, by proposing a multivariate latent growth curve model to describe student learning trajectories over time. The model offers several advantages. First, the learning trajectory space is high-dimensional and previously developed models may not be applicable to educational studies that have a modest sample size. In contrast, the method offers a lower dimensional approximation and is more applicable for typical educational studies. Second, practitioners and researchers are interested in identifying factors that cause or relate to student skill acquisition. The framework can easily incorporate covariates to assess theoretical questions about factors that promote learning. The authors demonstrate the utility of their approach with an application to a pre- or post-test educational intervention study and show how the longitudinal CDM framework can provide fine-grained assessment of experimental effects.

scholarly journals Kajian Hypothetical Learning Trajectories dalam Pembelajaran Matematika di Tingkat SMP

2020 ◽  
Vol 1 (1) ◽  
pp. 1-11
Author(s):  
Agnes Ivana Hendrik ◽  
Christine K Ekowati ◽  
Damianus D Samo
Keyword(s):  
Student Learning ◽  
Mathematics Learning ◽  
Student Thinking ◽  
Learning Activities ◽  
Learning Trajectory ◽  
Learning Trajectories ◽  
Hypothetical Learning Trajectory ◽  
Main Components ◽  
Learning Flow ◽  
Improve Student Learning

Mathematics learning in this era requires teachers to be able to develop learning models that pay attention to the characteristics of students, so it is important for teachers to know learning trajectory. This study aims to describe the conception of learning trajectory and hypothetical learning trajectory, as well as presenting the design of hypothetical learning trajectories in mathematics learning. Based on the theories studied, it is concluded that hypothetical learning trajectory is a learning design in the form of allegations on student learning activities based on initial understanding and characteristics of students to achieve higher understanding. HLT has three main components namely learning objectives, learning activities, and hypotheses of the learning process. HLT is used by teachers as a guide to predict and prepare learning flow designs that are appropriate to the stages of student thinking and can improve student learning outcomes. The findings of previous studies show that to design HLT in mathematics learning, educators need to consider student obstacle learning, a hierarchy of material, and learning support capacity, so that learning activities to be hypothesized are built based on these things. It is recommended that future researchers can use the existing HLT, and also develop HLT in other materials that have not been tested by further studying HLT and whatever affects it, research with different differences can be used.

scholarly journals Mentoring As Component of Continuous Professional Development Program: A Case Study of Multan District

2020 ◽  
Vol 1 (2) ◽  
pp. 133-146
Author(s):  
Amna Saleem
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Student Performance ◽  
Quantitative Research ◽  
School Teacher ◽  
Development Program ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers

Becoming a primary school teacher is a challenging assignment thatrequired skills and knowledge that are necessary to impact student performance. One tactic used to support primary school teachers is to assign experienced members of their profession astheir mentors. Mentor playsa significantrole inimproving teachers'professional developmentin their teaching profession.Intend outcomes of this paper wereto investigate the effectiveness of the procedures for the mentoring which are directed and organized by the regional teacher educatorsand to see its influence on the performance and dutiesof Teachers of primary school levels (PSTs) in Punjab.The extensive research study was descriptive.This study adopted the quantitative research method and utilized two research toolsquestionnaire and mentoring visit form.Outcomes of the studyexposed that the majority of the participants have a positive approach towardsan existingmentoring program. This study also provides evidence thatdue to the mentoring activities professional development of participants is enhanced. Major suggestions for the study were that mentorsshould be well trained and change their perspective towards contestants.

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