Teachers' Perspectives Using the Instructional Quality Assessment as a Professional Development Tool

2019 ◽  
pp. 41-58
Author(s):  
Amber Grace Candela
Keyword(s):  
Professional Development ◽  
Quality Assessment ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Instructional Quality ◽  
Mathematics Classrooms ◽  
Development Tool ◽  
Teachers Perspectives ◽  
Cognitively Demanding Tasks

This chapter will provide readers with an overview of professional development created and enacted to support teachers' selection and implementation of cognitively demanding tasks using the Instructional Quality Assessment as the professional development tool. This case study seeks to give voice to mathematics teachers in third through eighth grades who participated in the professional development as they share their perspectives on using the instructional quality assessment rubrics and structure of professional development. The goal of this chapter is to provide an overview of the structure of the professional development, and share the aspects of the professional development the teachers identified as supportive or a hindrance when planning and implementing tasks in their mathematics classrooms. With this information, the article concludes by discussing ideas for future professional development aimed at providing teachers with instructional practices to incorporate into classrooms.

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.

Evolving Pedagogy and Practice

2016 ◽  
pp. 2005-2033
Author(s):  
Susan Hennessey ◽  
Mark W. Olofson ◽  
Meredith J. C. Swallow ◽  
John M. Downes
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Professional Growth ◽  
Development Programs ◽  
Evaluation Tool ◽  
Teacher Pedagogy ◽  
Mathematics Classrooms ◽  
Multiple Case ◽  
Reflective Evaluation

This chapter presents qualitative research describing the pedagogy of middle grades mathematics teachers who participated in professional development in conjunction with classroom integration of 1:1 technology. Through a multiple-case study design, the expression and development of teacher pedagogy that occurred as teachers created self-designed action research projects grounded in pedagogical goals is illustrated. The use of action research in these four case studies as a vehicle for professional growth and as a reflective evaluation tool is discussed. When viewed through the lens of the TPACK framework (Mishra & Koehler, 2006), data suggest a technology-mediated shift in pedagogy in the area of differentiation in instruction and assessment in mathematics classrooms. Future implications regarding technology integration, professional development programs, and the use of the TPACK as a descriptive tool are considered.

Evolving Pedagogy and Practice

2016 ◽  
pp. 1457-1485
Author(s):  
Susan Hennessey ◽  
Mark W. Olofson ◽  
Meredith J. C. Swallow ◽  
John M. Downes
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Professional Growth ◽  
Development Programs ◽  
Evaluation Tool ◽  
Teacher Pedagogy ◽  
Mathematics Classrooms ◽  
Multiple Case ◽  
Reflective Evaluation

This chapter presents qualitative research describing the pedagogy of middle grades mathematics teachers who participated in professional development in conjunction with classroom integration of 1:1 technology. Through a multiple-case study design, the expression and development of teacher pedagogy that occurred as teachers created self-designed action research projects grounded in pedagogical goals is illustrated. The use of action research in these four case studies as a vehicle for professional growth and as a reflective evaluation tool is discussed. When viewed through the lens of the TPACK framework (Mishra & Koehler, 2006), data suggest a technology-mediated shift in pedagogy in the area of differentiation in instruction and assessment in mathematics classrooms. Future implications regarding technology integration, professional development programs, and the use of the TPACK as a descriptive tool are considered.

scholarly journals Secondary teachers' perspectives on sustaining growth mindset concepts in instruction

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maria Jorif ◽  
Cheryl Burleigh
Keyword(s):  
Instructional Practices ◽  
Growth Mindset ◽  
Structured Interviews ◽  
Content Type ◽  
Analysis Process ◽  
Learning Tasks ◽  
Depth Analysis ◽  
Secondary Grades ◽  
Teachers Perspectives

PurposeThe purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.Design/methodology/approachThis study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.FindingsFour major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.Research limitations/implicationsThe study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.Originality/valueDue to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.

scholarly journals Live, online short-courses: A case study of innovative teacher professional development

2010 ◽  
Vol 11 (1) ◽  
pp. 81 ◽  
Author(s):  
Meghan E. Marrero ◽  
Jessica Fitzsimons Riccio ◽  
Karen A. Woodruff ◽  
Glen S. Schuster
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Course Design ◽  
Development Tool ◽  
Collaborative Community ◽  
Short Course ◽  
Competitive Funding ◽  
Teacher Professional ◽  
Short Courses

Teachers are searching for new venues through which they may meet stringent professional development requirements. Under competitive funding from NASA’s (National Aeronautics and Space Administration) Office of Education and the NASA Explorer Schools Project, U.S. Satellite Laboratory, Inc. created a series of live, online, interactive short-courses. In this case study, a mixed methods analysis of a variety of data sources reveals that diverse educators from a variety of classroom contexts view the short-courses as a useful professional development tool, both as a vehicle for a teacher’s own professional growth and for classroom applications. Teachers were particularly interested in the ability to participate in a collaborative community of practice with other educators, instructors, and scientists from across the country, and they found the flexible design of the professional development to be useful. This short-course design offers promise for future professional development opportunities.

scholarly journals The Implementation of the Lesson Study Strategy in Teaching Mathematics: Teachers’ Perspectives

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Naem M. Alamri
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Continuing Professional Development ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Study Strategy ◽  
Primary School Mathematics ◽  
Teachers Perspectives

Lesson study is a form of classroom inquiry that can facilitate teachers’ continuing professional development. This study aims to explore primary school mathematics teachers’ perspectives about the implementation of the lesson study strategy in teaching mathematics. The sample of this study included 149 primary school mathematics teachers in Riyadh, Saudi Arabia, who were selected by using the purposive sampling. A quantitative questionnaire was sent to the teachers by e-mail or mobile. 149 mathematics teachers responded to the questionnaire; among them, fifteen teachers participated in a qualitative interview. The results indicated that most of the sample members carry out lesson study activities. The percentages of the teachers in the study sample who practice the activities and procedures of the lesson study ranged between 61.7% and 89.9%. The results also indicated that there is a high impact on the professional development of mathematics teachers as a result of their participation in the lesson study strategy as it helps enhance their mathematical and pedagogical knowledge, improve their knowledge of students’ learning process, and influence their views about the lesson study approach.

scholarly journals Promising Instructional Practices for English Language Learners

10.28945/3937 ◽  
2018 ◽  
Vol 17 ◽  
pp. 001-021
Author(s):  
Johanna Prince
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Instructional Practices ◽  
Language Learners ◽  
English Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Ell Students ◽  
One To One

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technology can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology: This research was conducted through a qualitative case study of educators at an international school. Contribution: This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings: iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners: In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching, and investing in professional development. Recommendation for Researchers: Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society: ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, engagement with families, and consistent professional development. Future Research: Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.

scholarly journals Exploring the influence of pre-service mathematics teachers’ professed beliefs on their practices in the Sri Lankan context

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Gayanthi Malika Wadanambi ◽  
Frederick K. S. Leung
Keyword(s):  
Teacher Beliefs ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Classroom Teaching ◽  
Sri Lankan ◽  
Educational Context ◽  
Secondary Mathematics Teachers

Research on impact of teacher beliefs on their practices has been recognized as one of the important aspects in the discipline of mathematics education. This study reports the results of a case study that gives an insight about the influence of professed beliefs of pre-service secondary mathematics teachers on their instructional practices in the Sri Lankan context. The pre-service teachers’ professed beliefs were examined by using a questionnaire of six-point Likert scale items. Data on instructional practices were collected through classroom teaching observations and follow-up post-lesson interviews. Qualitative analysis of the audio-taped classroom teaching observation transcripts was performed, using a list of sensitizing concepts that reflected flexible and rigid beliefs aspects. The results reveal that professed beliefs encouraged them to adopt flexible practices, but to differing extents due to the influence of social expectations and contextual demands embedded within this educational context

scholarly journals A Collaborative Approach to Instructional Development

2018 ◽  
Vol 6 ◽  
pp. 29
Author(s):  
Carolyn Heacock ◽  
Summer Peixoto ◽  
Melissa Stamer-Peterson ◽  
Baiba Šedriks ◽  
Marina Greene
Keyword(s):  
Professional Development ◽  
Instructional Development ◽  
Instructional Practices ◽  
Teaching Practices ◽  
Collaborative Approach ◽  
University Of Kansas ◽  
Development Tool ◽  
The University

Regardless of how long instructors have been in the classroom, they should continue to focus on improving their instructional practices. Being observed by others and observing others can inform teaching practices and assist in professional development. In the Applied English Center (AEC), the ESL center for the University of Kansas, formal observation by course coordinators is the primary instructional development tool used to provide instructors with targeted feedback about their teaching. However, because these formal observations are also evaluative in nature, they can create angst in instructors, making it difficult to view this tool as an opportunity to improve. Another tool instructors have used to improve their teaching is observing peers with the goal of seeing how colleagues approach their teaching. Those who have been able to observe their colleagues for this purpose have found this to be an effective (and less stressful) method for improving their own teaching; however, many instructors in the AEC have not had this opportunity to observe one another to learn from one another.

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