Supporting Teachers' Use of Standards-Based Mathematics Pedagogies

2019 ◽  
pp. 363-377
Author(s):  
Drew Polly ◽  
Christie Martin ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Empirical Studies ◽  
Development Projects ◽  
Development Programs ◽  
Stem Fields ◽  
Learner Centered ◽  
Student Misconceptions ◽  
Supporting Teachers

In order for professional development in the STEM fields to be effective, empirical studies point to opportunities for teachers to simultaneously develop their knowledge of related content, research-based pedagogies, and analysis of how students learn the content as well as common student misconceptions. In this chapter, the authors explicate the construct of learner-centered professional development and describe the implementation of mathematics professional development projects designed to support elementary school teachers' mathematics teaching. They include a synthesis of findings from their professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

Supporting the Enactment of Standards-based Mathematics Pedagogies

2016 ◽  
pp. 529-540
Author(s):  
Drew Polly ◽  
Christie Martin ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Effective Teachers ◽  
Development Projects ◽  
Development Programs ◽  
Stem Fields ◽  
School Teachers ◽  
Learner Centered

In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

Supporting the Enactment of Standards-based Mathematics Pedagogies

2016 ◽  
pp. 991-1002
Author(s):  
Drew Polly ◽  
Christie Martin ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Effective Teachers ◽  
Development Projects ◽  
Development Programs ◽  
Stem Fields ◽  
School Teachers ◽  
Learner Centered

In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

Supporting the Enactment of Standards-Based Mathematics Pedagogies

2017 ◽  
pp. 681-693
Author(s):  
Drew Polly ◽  
Christie S. Martin ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Effective Teachers ◽  
Development Projects ◽  
Development Programs ◽  
Stem Fields ◽  
School Teachers ◽  
Learner Centered

In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

Supporting the Enactment of Standards-Based Mathematics Pedagogies

2016 ◽  
pp. 22-33
Author(s):  
Drew Polly ◽  
Christie S. Martin ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Effective Teachers ◽  
Development Projects ◽  
Development Programs ◽  
Stem Fields ◽  
School Teachers ◽  
Learner Centered

In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

Supporting the Enactment of Standards-based Mathematics Pedagogies

2016 ◽  
pp. 137-148 ◽  
Author(s):  
Drew Polly ◽  
Christie Martin ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Effective Teachers ◽  
Development Projects ◽  
Development Programs ◽  
Stem Fields ◽  
School Teachers ◽  
Learner Centered

In order for professional development in the STEM fields to be effective, teachers need worthwhile experiences to simultaneously develop their knowledge of content, pedagogy, and understanding of how students' learn the content. In this chapter we provide an overarching framework of learner-centered professional development and describe the implementation of two mathematics professional development projects designed to support elementary school teachers' mathematics teaching. We follow our description by highlighting some of the findings from our line of professional development research and provide implications for the design of learner-centered professional development programs in mathematics.

Online Professional Development for Adults

2013 ◽  
pp. 171-193 ◽  
Author(s):  
J. Bernard Bradley ◽  
John Rachal ◽  
Lin Harper
Keyword(s):  
Professional Development ◽  
Empirical Studies ◽  
The Body ◽  
Online Professional Development ◽  
Development Programs ◽  
Educational Programming ◽  
Theoretical Frameworks ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Definition Of

Online professional development programs for adults are increasing in frequency. Numerous scholarly articles have been written that offer polemical or anecdotal evidence supporting the effectiveness of andragogically facilitated non-formal professional development courses, including those conducted online. However, few empirical studies have been conducted to validate their usefulness, especially those offered via the Internet. Such non-formal educational programming may be most conducive to both implementing and empirically testing a more purist definition of andragogy (Pratt, 1988; Rachal, 2002; Bradley, 2011). This chapter explores the theoretical frameworks of andragogy, as well as existing experimental or quasi-experimental research studies, with a view toward creating more learner-centered non-formal educational transactions that meet the unique needs of adult learners. Lastly, suggestions for both practitioners and researchers alike are offered to help build the body of evidence-based research and extend practical advice to educators when designing and facilitating virtual learning programs for adults that emphasize professional development.

Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development

2016 ◽  
pp. 32-51 ◽  
Author(s):  
Christie S. Martin ◽  
Drew Polly ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Development Program ◽  
Primary Grades ◽  
Fidelity Of Implementation ◽  
Assessment System ◽  
High Fidelity ◽  
Barriers To Implementation

This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.

Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development

2016 ◽  
pp. 1311-1330
Author(s):  
Christie Martin ◽  
Drew Polly ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Development Program ◽  
Primary Grades ◽  
Fidelity Of Implementation ◽  
Assessment System ◽  
High Fidelity ◽  
Barriers To Implementation

This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.

Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development

2016 ◽  
pp. 1299-1316
Author(s):  
Christie Martin ◽  
Drew Polly ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David Pugalee
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Elementary School Teachers ◽  
Mathematics Teaching ◽  
Development Program ◽  
Primary Grades ◽  
Fidelity Of Implementation ◽  
Assessment System ◽  
High Fidelity ◽  
Barriers To Implementation

This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.

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