The Professional Reading of High School Academic Teachers

Littman, Cheryl B.; Stodolsky, Susan S.

doi:10.1080/00220679809597579

Cited by 8 publications

(14 citation statements)

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“…This included an item assessing years of teaching experience, another item assessing whether or not teachers had completed a Master's degree, and an item assessing whether teachers read or subscribed to professional journals. These items were included to account for factors that have been generally found to influence teachers’ pedagogy (Clotfelter et al, ; Croninger et al, ; Littman & Stodolsky, ). Given findings of prior survey research regarding teachers’ descriptions of time as a limiting factor for incorporating writing in their mathematics lessons (Bakewell, ; Quinn & Wilson, 2007), teachers were also asked to report on the amount of time allocated to mathematics lessons.…”

Section: Methodsmentioning

confidence: 99%

“…However, it is worth considering whether there may be other important factors affecting teachers' inclusion of writing in mathematics that have yet to be identified. Research on other mathematics pedagogy has typically identified several factors associated with more effective practice including: educational background (Croninger, Rice, Rathbun, & Nishio, 2007;Kosko & Miyazaki, 2012), professional development experiences (Desimone, Porter, Garet, Yoon, & Birman, 2002), years of teaching experience (Clotfelter, Ladd, & Vigdor, 2007;Kosko & Miyazaki, 2012), or reading professional journals (Kwakman, 2003;Littman & Stodolsky, 1998). Prior survey research on writing in mathematics has not examined the correlations of such factors with the frequency teachers report assigning writing in their mathematics lessons.…”

Section: Overview and Context Of The Present Studymentioning

confidence: 99%

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Writing in Mathematics: A Survey of K–12 Teachers’ Reported Frequency in the Classroom

Kosko

2016

School Sci & Mathematics

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Although writing in mathematics has been advocated in practitioner journals, policy documents, and various research, surveys of mathematics teachers between 1988 and 2008 in various English‐speaking countries have reported relatively infrequent incorporation into mathematics lessons. Further, much of prior survey research has yielded only anecdotal evidence regarding the potential reasons why some teachers engage students more, or less, frequently in writing in mathematics. The present study provides a more current set of descriptive statistics regarding teachers’ reported frequencies for writing in mathematics. Additionally, exploratory correlation analysis yielded findings regarding potential relationships for such frequencies. Findings indicate that subscribing to and reading professional journals, as well as participation in professional development on mathematical argumentation have statistically significant relationships to particular kinds of writing assignments and activities.

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Section: Methodsmentioning

confidence: 99%

Section: Overview and Context Of The Present Studymentioning

confidence: 99%

Writing in Mathematics: A Survey of K–12 Teachers’ Reported Frequency in the Classroom

Kosko

2016

School Sci & Mathematics

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“…Many teachers engage autonomously in CPD through the self-directed reading of professional books and articles in teacher professional journals (Littman & Stodolsky, 1998;Searls, 1985;Terehoff, 2002). Doing so has the potential to promote and support teacher reflection on issues that arise in the mathematics classroom and so contribute to developing teacher practice and improving students' experience of learning mathematics (Powell, 2005).…”

Section: Resultsmentioning

confidence: 99%

“…While some studies suggest that teachers engage in relatively little professional reading compared to other professionals (Rudland & Kemp, 2004), Littman and Stodolsky (1998) found that 52% of the US-based mathematics teachers in their study reported reading at least one professional journal Bregularly^. For almost 90% of them, this was Mathematics Teacher, published by the National Council of Teachers of Mathematics.…”

Section: Mathematics Teacher Professional Journalsmentioning

confidence: 86%

“…Teacher professional journals are a plentiful source of articles about issues likely to be of interest to teachers (Smylie, 1989) and are relatively widely read (Littman & Stodolsky, 1998) and valued (Searls, 1985) by teachers. It is possible that the reading of professional journals may support a 'just-in-time' approach to teacher development (see Glazer, Hannafin, Polly, & Rich, 2009), where insights from articles are able to be digested and acted on in school at a moment of particular relevance, in contrast to more traditional, scheduled training courses.…”

Section: Introductionmentioning

confidence: 99%

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Mathematics Teacher Professional Journals: What Topics Appear and How Has This Changed over Time?

Foster

Inglis

2018

Int J of Sci and Math Educ

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Mathematics teacher continuing professional development (CPD) is widely recognised to encompass more than attending courses and engaging in formal activities with colleagues in school. Teachers' professional reading is an under-researched aspect of CPD, which takes place out of view, but which has the potential to shape teachers' beliefs and practices. Mathematics teacher professional journals are relatively widely read by teachers and are a source of articles on a range of issues concerning the teaching and learning of mathematics. Such articles will to some extent reflect the interests of mathematics teachers and play a role in informing their teaching, thus indirectly affecting students' experiences in the classroom. But what topics do the articles in these journals focus on, and how has this changed over time? In this study, we examined the entire archive of the two leading UK mathematics teacher professional journals (Mathematics Teaching and Mathematics in School, published since 1957 and 1971, respectively; in total, almost 15 million words). We found an increasing prevalence over time of articles about classroom activities and people-centred discussions and a decreasing prevalence of articles focusing on textbooks. We discuss these and other trends, offer tentative accounts for them and consider ways in which the beliefs and practices of mathematics teachers may be reflected in, and have been informed by, these publications over time.

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A Reading Group for Science Educators: an Approach for Developing Personal and Collective Pedagogical Content Knowledge in Science Education

Cooper

Fitzgerald

Carpendale

2022

Int J of Sci and Math Educ

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Reading, at its core, is a basic yet critical way to undertake learning and growth. This paper shares a professional learning and development initiative for science educators, which was underpinned by the popularity and premise of the reading group. In moving from simply being a vehicle for targeted discussion, the reading group facilitators sought to support the participants in taking a deeper dive into their practice with the impact ultimately being changes to their personal pedagogical content knowledge (PCK) for science. This small-scale qualitative study was informed by the voices of three science educators at different stages and career trajectories, who participated in interviews. The data revealed that their participation in the reading group informed the development of their personal and collective PCK by (a) creating conditions that encouraged meaningful links to be made between theory and practice, (b) encouraging the adoption of an inquiry stance as a means for engaging purposively with professional knowledge, and (c) initiating a transformation in their contemporary understandings of science and science education. By drawing on the participants’ narratives, this study brings to the fore both the simplicity and depth of complexity that can be achieved through a reading group focused on professional learning and development. The implications of this research are wide reaching as the reading group as a concept can be applied to a variety of contexts and shaped to reach a variety of educational needs.

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The Professional Reading of High School Academic Teachers

Cited by 8 publications

References 8 publications

Writing in Mathematics: A Survey of K–12 Teachers’ Reported Frequency in the Classroom

Writing in Mathematics: A Survey of K–12 Teachers’ Reported Frequency in the Classroom

Mathematics Teacher Professional Journals: What Topics Appear and How Has This Changed over Time?

A Reading Group for Science Educators: an Approach for Developing Personal and Collective Pedagogical Content Knowledge in Science Education

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