Investigating the development of mathematics leaders’ capacity to support teachers’ learning on a large scale

Jackson, Kara; Cobb, Paul; Wilson, Jonee; Webster, Megan; Dunlap, Charlotte; Appelgate, Mollie H.

doi:10.1007/s11858-014-0652-5

Cited by 59 publications

(50 citation statements)

References 21 publications

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“…This wish can be connected to the school context, which does not always support the implementation of IBL, and in particular teachers' high workload (see 2.1). This result is also in-line with the studies of Roesken-Winter et al (2015) and Jackson et al (2015) who found that course leaders more strongly emphasize a practical perspective in PD courses. Our course leaders also highlighted the difficulties regarding the implementation in day-to-day teaching practice, hereby apparently referring to the school context.…”

Section: Discussionsupporting

confidence: 91%

“…This is in line with the design of the course leaders' seminar from Jackson et al 2015. Also, a PD course for course leaders should include analysing cases from PD sessions, video sequences from PD sessions (also in line with suggested design from Jackson et al 2015) and teacher documents (e.g.…”

Section: Designing Pd Courses For Course Leadersmentioning

confidence: 74%

“…Why are you standing in front of us attempting to tell us something?…" (Rolf,(65)(66)(67)(68) His phrasing "Why are you standing in front of us…" might indicate, that his mental image of a course leader is indeed the image of a person who stands in front of teachers to tell them what to do (cf. Jackson et al 2015). From the eight participants interviewed, four took up their role in a similar way as Bastian did, two did not see many differences, and one more took a perspective similar to Rolf's.…”

Section: Don't See a Big Difference […] It Is On A Different Levelmentioning

confidence: 93%

“…• be relevant for PD practice, meaning they should engage course leaders in the same reflective tasks course that leaders would use with the teachers (Koellner, Jacobs & Borko 2011) and make course leaders experience different methods as learners (Jackson et al 2015, Roesken-Winter et al 2015;…”

Section: Learning As a Course Leadermentioning

confidence: 99%

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Scaling up Innovative Teaching Approaches in Mathematics: Supporting Teachers to Take up a New Role as Professional Development Course Leaders for Inquiry-Based Learning

Maaß¹

2018

JETS

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This paper reports on a professional development activity (PD) for course leaders, which was designed within the European project Primas (2010-13, www.primas-project.eu). Primas aimed at the implementation of inquiry-based learning (IBL) in day-to-day teaching on a large scale. The focus is on the education of mathematics course leaders in Germany, who were all teachers. In order to support them in taking up their role and run courses on (IBL), a course leader seminar following design research was developed. The course aimed at course leaders' learning on two levels: (1) as mathematics teachers about IBL and (2) as course leaders about running PD on IBL. A small scale retrospective interview study gives insights into the needs the participants face when learning about IBL as teachers and when learning as future course leaders. It also illuminates in which way participants took up their role as a course leader. These insights suggest how to optimize the course following design research.

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Section: Discussionsupporting

confidence: 91%

Section: Designing Pd Courses For Course Leadersmentioning

confidence: 74%

Section: Don't See a Big Difference […] It Is On A Different Levelmentioning

confidence: 93%

Section: Learning As a Course Leadermentioning

confidence: 99%

See 2 more Smart Citations

Scaling up Innovative Teaching Approaches in Mathematics: Supporting Teachers to Take up a New Role as Professional Development Course Leaders for Inquiry-Based Learning

Maaß¹

2018

JETS

View full text Add to dashboard Cite

show abstract

“…It is acknowledged that, within the process of scaling, the PD requirements and opportunities for the community of PD hub leaders or multipliers (Rösken-Winter et al 2015) are as important as those of the participant teachers (Even and Loewenberg Ball 2009;Fuglestad et al 2009;K. Jackson, Cobb, Wilson, Webster, Dunlap, and Appelgate 2015).…”

Section: Indicators Of Successmentioning

confidence: 99%

Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices

Clark-Wilson

Hoyles

Noss

et al. 2014

ZDM Mathematics Education

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Mathematics Teachers as Curriculum Designers: An International Perspective to Develop a Deeper Understanding of the Concept

Pepin¹,

Artigue²,

Gitirana³

et al. 2019

Advances in Mathematics Education

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Investigating the development of mathematics leaders’ capacity to support teachers’ learning on a large scale

Cited by 59 publications

References 21 publications

Scaling up Innovative Teaching Approaches in Mathematics: Supporting Teachers to Take up a New Role as Professional Development Course Leaders for Inquiry-Based Learning

Scaling up Innovative Teaching Approaches in Mathematics: Supporting Teachers to Take up a New Role as Professional Development Course Leaders for Inquiry-Based Learning

Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices

Mathematics Teachers as Curriculum Designers: An International Perspective to Develop a Deeper Understanding of the Concept

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