eric.ed.gov har udgivet: (Erin Duez: Global Applications of the Japanese ?Lesson Study” Teacher Education and Training Model): “Lesson study” has been used for over a century in Japan (Makinae, 2010). However, only recently, in 1999 with the release of The Teaching Gap by Stigler and Hiebert, did the practice begin to spread globally (Fujii, 2013; Ebaeguin & Stephens, 2013). The Teaching Gap is a summary of the Third International Math and Science (TIMSS) video study and included an entire chapter titled “Beyond Reform: Japan’s approach to the improvement of classroom teaching.” This chapter stated that the way the United States was reforming education was not systematic and offered lesson study in eight steps as a way to improve teaching and learning (Stigler & Hiebert, 1999). From 2000-2006 the lesson study… Continue Reading →
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eric.ed.gov har udgivet: This study used a systematic process modeled after the What Works Clearinghouse (WWC) study review process to answer the question: What does the causal research say are effective math professional development interventions for K-12 teachers aimed at improving student achievement? The study identified and screened 910 research studies in a comprehensive literature search for effectiveness studies of math professional development approaches. (See appendix A for details of the search, screening, and review process.) Of these 910 studies, 643 examined professional development approaches related to math in grades K-12 and were conducted in the United States. Of the 643 studies, 32 focused primarily on math professional development provided to teachers and used a research design for examining effectiveness (see appendix B for a list of the 32 studies).… Continue Reading →
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eric.ed.gov har udgivet: The Learning School initiative completed its pilot testing in June 2016, with 28 schools, called catalyst schools, taking part. Catalyst schools were located in all eight regional education service agencies (RESAs) and were supported by RESA staff in implementing the Learning School approach. Five schools had been part of the program for 2 years and 23 schools for 1 year. The purpose of the Learning School initiative was to allow greater levels of teacher decision making with regard to their own professional learning in order to meet the learning needs of their students in a model of continuous school improvement. This brief report provides preliminary findings about possible positive associations between the Learning School initiative and student performance in catalyst schools. These findings should be viewed with… Continue Reading →
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eric.ed.gov har udgivet: The author argues that students’ persistent struggles with mathematics suggest a new form of professional development for teachers is needed. The author draws on a model of professional learning in literacy education to propose an analogous model for mathematics education: teachers of mathematics need to produce mathematical ideas, themselves, in order to better support their students in becoming mathematical thinkers. It is not enough to focus singularly on developing teachers’ content understanding, however, because mathematical ideas are embedded within their representational forms; therefore, any content-related professional development must also include pedagogical discussions. The author concludes by describing a research-based, high-quality professional development community–the Philadelphia Area Math Teachers’ Circle (PAMTC)–in which authentic mathematical inquiry and pedagogical analysis occur hand-in-hand. Link til kilde
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eric.ed.gov har udgivet: It has been a decade since the article “Math Links: Building Learning Communities in Urban Settings” (referenced throughout as Math Links) was published in the inaugural issue of the “Journal of Urban Mathematics Education” (“JUME”; Leonard & Evans, 2008). The Math Links study, as reported in that article, investigated teacher interns’ attitudes and beliefs about their interactions with urban students in a community-based setting. In that article, it was acknowledged that changing teacher attitudes and beliefs can be challenging, but nonetheless accomplished. The goal for the teacher interns was to transform attitudes and beliefs about teaching mathematics to urban students from routine and decontextualized ways to classroom practices in which culturally based and social justice oriented methods framed instruction. Here, we reflect on that work for the… Continue Reading →
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eric.ed.gov har udgivet: We report on the development and evaluation of MathVision, a mobile-application designed to develop Virtual Professional Learning Communities through asynchronous discussion about 2nd, 3rd, 4th, and 5th grade students’ mathematical thinking. MathVision allows teachers to upload videos of problems solving sessions using Cognition Based Assessment tasks and foster discussion aligning those strategies to research-based learning progressions for Length and Measurement. Our findings indicate that while it was possible to develop such an interface, sparking productive online discussion was difficult. The application served as a tool for enhancing physical teacher meetings and drawing attention to student thinking consistent with conducting task-based interviews, rather than actually facilitating this talk entirely. [For complete proceedings, see ED581294.] Link til kilde
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eric.ed.gov har udgivet: One of the goals of teacher education is to prepare our citizens to communicate in a variety of ways. In our present society, communication using digital media has become essential. Although online discussions are a common component of many online courses, engaging students in online discussions has been a challenge. This study queried 86 educators in a math/science teacher education graduate program to examine their perceptions on the factors that motivate them to participate in online discussions. The results revealed a pragmatic outlook on online education. In terms of intrinsic versus extrinsic motivation, the participants’ main motivation to participate in online class discussions was extrinsic (85.88%), specifically so that they could earn an acceptable participation grade. With regards to discussion grouping formats, they preferred small group discussions… Continue Reading →
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eric.ed.gov har udgivet: The question of how best to teach mathematics has been up for debate for decades. Traditionalists push for a back-to-basics type education, while reformers seek to teach students for understanding. At the same time, many teachers are dealing with their own feelings of anxiety about math. While it often appears that this debate must end in an either-or solution, perhaps the best way forward would be to seek a balanced solution. Teachers could be supported through this process of change with a combination of quality professional development and opportunities to engage in professional learning communities. Finding a way to strike a balance and end this debate will give teachers the opportunity to provide their students with a comprehensive mathematics education. Link til kilde
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