Conceptualizing the Work of Leading Mathematical Tasks in Professional Development

Elliott, Rebekah; Kazemi, Elham; Lesseig, Kristin; Mumme, Judith; Carroll, Cathy; Kelley-Petersen, Megan

doi:10.1177/0022487109341150

Cited by 94 publications

(97 citation statements)

References 22 publications

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“…Other research found that teachers were more likely to change their instructional practice when participating in PD programs that offered ongoing on-site support and teacher networks that could work collaboratively within and across schools and districts (Corcoran, McVay, and Riordan, 2003). This is consistent with a larger body of scholarly work suggesting that effective PD is sustained and intensive (Marrongelle, Sztajn, and Smith, 2013;Loveless, 2013) and involves collective participation and group work (Desimone, 2009;Elmore, 2002;Guskey and Yoon, 2009;Wei et al, 2009;Elliott et al, 2009).…”

Section: Administrator and Teacher Professional Developmentmentioning

confidence: 75%

Mathematics Audit of the DoDEA Schools: 2014-2015

Karam¹,

Stecher²,

Tsai³

et al. 2016

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This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest.RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org Library of Congress Cataloging-in-Publication Data For more information on this publication, visit www.rand.org/t/RR1272Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2016 RAND CorporationR® is a registered trademark. Cover: Constantinos/Fotoliaiii PrefaceThe Department of Defense Education Activity (DoDEA) operates 181 schools to educate military dependents. The schools are located in 11 foreign countries, seven states, Guam, and Puerto Rico. DoDEA is committed to providing a high-quality education for the dependents of military and civilian employees. The Community Strategic Plan for school years 2013-2014 through 2017-2018 commits DoDEA to implement the Common Core State Standards in mathematics (to which DoDEA refers as the College and Career Readiness [CCR] standards). Efforts to change from the 2009 DoDEA mathematics standards to the CCR standards began in earnest during the 2014-2015 school year, with the CCR mathematics standards to be rolled out in elementary schools starting in school year 2015-2016 and scaled up the following school year to middle and high schools. This study was designed to support the transition to the new standards by examining the extent to which DoDEA's existing mathematics program was consistent with best mathematics education practices and by offering suggestions for improving the implementation of the CCR standards in mathematics. Some of the recommendations, such as aligning the CCR standards with new assessments, appear dated because, by the time the report was completed and reviewed, DoDEA had already taken some steps. The study employed a qualitative approach to examine the existing mathematics program and the initial efforts DoDEA was taking to align the mathematics program and practices with the CCR standards in mathematics.This research was sponsored by the DoDEA and conducted within the Forces and Resources Policy Center of the RAND National Defense Research Institute, a federally funded research and development center sponsored by the Office ...

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Section: Administrator and Teacher Professional Developmentmentioning

confidence: 75%

Mathematics Audit of the DoDEA Schools: 2014-2015

Karam¹,

Stecher²,

Tsai³

et al. 2016

View full text Add to dashboard Cite

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“…In particular, the Leader Project was designed to enhance leaders' ability to facilitate mathematically rich learning opportunities for teachers (Elliott, Kazemi, Lesseig, Mumme, Carroll, & Kelley-Petersen, 2009). Data for this paper comes from phase II of the project, which involved thirty-five teacher-leaders, (i.e.…”

Section: Methods Participants and Contextmentioning

confidence: 99%

Investigating Mathematical Knowledge for Teaching Proof in Professional Development

Lesseig

2016

IJRES

Self Cite

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Research documenting teachers' fragile understanding of proof and how it is advanced suggests that enhancing the role of proof in school mathematics will demand substantial teacher learning. To date, there is little research detailing what mathematical knowledge might support the teaching of proof or how professional development (PD) might afford such learning. This paper advances a framework for Mathematical Knowledge for Teaching Proof (MKT for Proof) that specifies proof knowledge across subject matter and pedagogical domains. To explore the utility of the framework, this paper examines data from four different PD settings in which teachers and leaders worked on the same proof-related task. Analysis of discussions across these four settings revealed similarities and differences in knowledge of proof made available in each setting. These findings provide a means to detail the MKT for Proof framework and demonstrate its usefulness as a tool for designing, analyzing and evaluating proof experiences in PD.

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“…Researchers have recently enlisted two frameworks to guide the study of facilitation in mathematics professional development-framing facilitation in terms of attention to sociomathematical norms (Elliott et al, 2009;Yackel & Cobb, 1996) and the orchestration of productive discussions (Borko, Jacobs, Seago, & Mangram, in press;Elliott et al, 2009;Stein, Engle, Smith, & Hughes, 2008). Both these frameworks were initially developed in the context of mathematics classroom learning and teaching and both are grounded in a situative perspective.…”

Section: Using the Situative Perspective To Explore Facilitation Of Mmentioning

confidence: 99%

A Framework for the Facilitation of Teachers’ Analysis of Video

Tunney

Goldsmith

et al. 2014

Journal of Teacher Education

202

161

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Video is being used more widely in professional development to help teachers learn to notice and systematically analyze teaching practice. Video captures the authenticity and complexity of teaching and can promote the examination of classroom interactions in a deliberate and focused way. However, simply viewing video does not ensure teacher learning. An important question concerns how to facilitate substantive analysis of teaching practice with video so that it becomes a productive learning tool for teachers. In this study, we examine the in-the-moment moves facilitators make in two different video-based professional development programs to offer a framework for facilitation with video. We then examine patterns in facilitation across both contexts and identify practices that are unique to the goals of each setting. The findings from this study have implications for the design of video-based professional development and for developing a knowledge base for professional education.

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Conceptualizing the Work of Leading Mathematical Tasks in Professional Development

Cited by 94 publications

References 22 publications

Mathematics Audit of the DoDEA Schools: 2014-2015

Mathematics Audit of the DoDEA Schools: 2014-2015

Investigating Mathematical Knowledge for Teaching Proof in Professional Development

A Framework for the Facilitation of Teachers’ Analysis of Video

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