Leader noticing of facilitation in videocases of mathematics professional development

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

doi:10.1007/s10857-016-9346-y

Cited by 45 publications

(51 citation statements)

References 29 publications

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“…Regardless of the core discipline(s), most scholarship in interdisciplinary integrated STEM is focused on elementary and middle school level instruction (e.g., Cantrell, Pekcan, Itani, & Velasquez-Bryant, 2006;Capobianco, DeLisi, & Radloff, 2017;Donegan-Ritter & Zan, 2018;Guzey, Ring-Whalen, Harwell, & Peralta, 2019;Hammack & Ivey, 2017;Mehalik, Doppelt, & Schuun, 2008;Tuttle et al, 2016). Various challenges have been reported to hinder STEM interdisciplinary instruction in previous research studies (e.g., Baker, Bunch, & Kelsey, 2015;Graves, Hughes, & Balgopal, 2016;Lesseig et al, 2017). As a result, more research studies are needed to investigate the importance of using interdisciplinary STEM as teaching approaches in high school settings.…”

Section: Introductionmentioning

confidence: 99%

Defining interdisciplinary collaboration based on high school teachers’ beliefs and practices of STEM integration using a complex designed system

2020

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Background: Teachers' beliefs play an important role in how teachers think about how students learn, and how content should be organized and taught. Integrated STEM is pushing the boundaries of some of the traditional assumptions in education-disciplined-based courses, courses taught independently by teachers, standards and content-driven, and no collaborative planning time for teachers. Six teachers, located in two high schools, participated in a year-long program to develop interdisciplinary collaboration to implement integrated STEM learning in their courses. A qualitative instrumental case study of the two teams of teachers was conducted to gain insights and understandings of the teachers' beliefs and instructional practices of STEM integration through interdisciplinary approaches in a complex system (i.e., hydroponics). Results: Themes regarding features, beliefs and practices, and challenges emerged from cross-case analysis of the teachers' stories, which resulted in two interdisciplinary collaboration models, multi-classroom and extracurricular activity, from each of the teams at each of the two high schools. Multi-classroom and extracurricular activity models had some resemblances, but also had differences. Both cases had the same goals to use real-world problems to help students see STEM connections, learn STEM knowledge and skills, and apply STEM knowledge and skills to solve real-world problems. Conclusions: Based on teachers' beliefs and their interdisciplinary STEM collaboration practices, three components were identified. Team size, teaching goal, and collaboration structure highly affect a successful interdisciplinary STEM collaboration model in high school settings. The study also contributes to expend the concept of a continuum of STEM approaches to curriculum integration, disciplinary, multidisciplinary, interdisciplinary, and transdisciplinary (Vasquez, Sneider, & Comer, STEM lesson essentials: Integrating science, technology, engineering, and mathematics, 2013), and provides frameworks for structuring a successful interdisciplinary collaboration model in high school settings.

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Section: Introductionmentioning

confidence: 99%

Defining interdisciplinary collaboration based on high school teachers’ beliefs and practices of STEM integration using a complex designed system

2020

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“…However, mathematics specialists require differentiated professional development experiences of their own as they facilitate teacher sessions (e.g. Lesseig et al, 2017). We describe the possible impacts of this tier on research design using qualitative and quantitative methods.…”

Section: Challenge No 2: Identifying the Unit Of Analysis And Scalinmentioning

confidence: 99%

Mathematics Specialists as the Hidden Players in Professional Development: Researchable Questions and Methodological Considerations

Hjalmarson

Baker

2020

Int J of Sci and Math Educ

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This paper suggests implications for researchable questions about mathematics teacher development. We ask the following: what is necessary for research that includes mathematics specialists or other hidden school-based roles within a project beyond classroom teachers and students? Mathematics specialists (e.g. mathematics coaches, mathematics teacher leaders) support teacher learning and development using different models of school-based professional development. They can play a critical role in connecting research and practice. However, research in mathematics education has regularly neglected to examine their role in studies of professional development. We suggest there are two needs for creating and examining researchable questions about such hidden players in studies of professional development: (1) defining practices and hidden players involved in systematic school change and (2) identifying the unit of analysis and scaling up professional development. We summarize existing studies and present considerations for future research. Keywords Mathematics specialists . Professional development . Research design . Teacher developmentAs mathematics teacher educators, we are tasked with "setting research agendas based on instructional problems teachers want to solve" (Cai et al., 2018, p. 514). Targeted research agendas are especially critical for mathematics teacher professional development, as the context and partnerships between universities, schools, and other organizations are often reflected within the types of instructional problems we investigate.

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“…In the context of scaling up PD programs, there has been an almost complete lack of research in PD on the practices of facilitators (Jackson et al 2015;Roesken-Winter et al 2015). Some pioneering research studies have focused on facilitators' professional knowledge (Jaworski and Huang 2014;Even 2005;Borko et al 2008) and practices (Borko et al 2014;Lesseig et al 2017;Jacobs et al 2017). In addition, some research programs have aimed at identifying and investigating facilitation moves and have contributed descriptions of rather generic (i.e., less topic-specific) practices in facilitating PD (González et al 2016).…”

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confidence: 99%

“…Given the wide consensus on the critical role of facilitators, it is time to systematically raise the programmatic question: What kind of research is required to inform PD facilitation in a research-based way? Thus, we draw on issues such as the following raised by Lesseig et al (2017) that "we lack research-based principles to guide the design of leader preparation" (p. 592). By considering the interplay of research and design, we particularly emphasize their connections: PD design should be informed by research; hence, we talk about research-based PD design.…”

mentioning

confidence: 99%

Which research can support PD facilitators? Strategies for content-related PD research in the Three-Tetrahedron Model

Prediger

Rösken-Winter

Leuders

2019

J Math Teacher Educ

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Given the challenges of scaling up content-related professional development (PD), the PD facilitators have gained increasing attention in PD research. In this mainly programmatic and structural article, we try to systematize existing research strategies which take into account the multifaceted and multi-level structure of PD research. We discuss the lifting strategy which draws upon structural analogies between the classroom and the PD level, the nesting strategy for research-based design, and the unpacking strategy for design-based PD research and locate these strategies within a Three-Tetrahedron Model for PD research. Thereby, we present a framework to systematize and explain existing research approaches and to identify necessary but missing research contributions. The article provides a language for initiating a discourse on research agendas which can support PD facilitators: The Three-Tetrahedron Model for PD research and design captures the complexity of learning and teaching at the classroom, teacher, and facilitator level that is needed to inform design and research into PD as well as to uncover gaps in the literature.

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Leader noticing of facilitation in videocases of mathematics professional development

Cited by 45 publications

References 29 publications

Defining interdisciplinary collaboration based on high school teachers’ beliefs and practices of STEM integration using a complex designed system

Defining interdisciplinary collaboration based on high school teachers’ beliefs and practices of STEM integration using a complex designed system

Mathematics Specialists as the Hidden Players in Professional Development: Researchable Questions and Methodological Considerations

Which research can support PD facilitators? Strategies for content-related PD research in the Three-Tetrahedron Model

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