Using Common Planning Time to Foster Professional Learning

Dever, Robin; Lash, Martha

doi:10.1080/00940771.2013.11461877

Cited by 8 publications

(5 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The full list of the resources, challenges, and professional development survey items can be found in Table 2. To measure challenges, we provided a list of 10 school, classroom, and student challenges, generated from the literature, including lack of support from parents (Fan & Chen, 2001), large class size (Hanushek & Woessmann, 2017), and lack of planning time built into the school day (Dever & Lash, 2013), to name a few. We asked teachers to rate them as either not a challenge , a minor challenge , a moderate challenge , or a major challenge (on a scale of 1–4).…”

Section: Methodsmentioning

confidence: 99%

Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources

Edgerton

Desimone

2018

AERA Open

View full text Add to dashboard Cite

Using state-representative teacher surveys in three states-Texas, Ohio, and Kentucky-we examine teachers' implementation of college-and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers.

show abstract

Section: Methodsmentioning

confidence: 99%

Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources

Edgerton

Desimone

2018

AERA Open

View full text Add to dashboard Cite

show abstract

“…Kollegial samverkan för att planera undervisning kan utveckla såväl lärares planeringskompetens (Strickroth, 2019), som deras ämnesdidaktiska kunskap (Smit et al, 2018). I en studie av kollegial samverkan på mellanstadiet (Dever & Lash, 2013) avsattes tid för samplanering både i ämnesövergripande lärarlag och i ämnesspecifika lärarlag. Resultaten visade att det främst var i de ämnesspecifika lärarlagen som lärarna konstruerade gemensamma lektionsupplägg och att det framförallt var samtal mellan ämneskolleger som gav stöd för undervisningsutveckling.…”

Section: Tidigare Forskningunclassified

“…Lärarnas samtal fokuserar på undervisningens innehåll och genomförande (jfr. Dever & Lash, 2013). Lärarna ger också uttryck för att den form av kollegial samverkan som planeringslagen utgör stärker deras professionella kunskapsbas och utvecklar deras undervisning (jfr.…”

Section: Diskussionunclassified

Föreställningar om kunskap och lärande i lärares planeringssamtal i matematik och historia

Randahl,

Liljekvist,

Jakobsson

et al. 2023

View full text Add to dashboard Cite

This article reports a study of teachers’ lesson planning in a collegial setting. The school employed scheduled time every week for team planning in different school subjects. In this article, 44 planning sessions in Mathematics and History are analysed in two steps. First, the sessions were coded in Nvivo with a framework building on Tyler’s (1950) description of planning as a four-step activity. In a second step, beliefs about knowledge and knowers were analysed using the concepts of hierarchical and horizontal knowledge and knowerstructures (Maton, 2014). The results reveal that time spent on discussing specific activities in regard to planning differed considerably. For example, the planning team in History spent 36% on specifying objectives and knowledge whereas the planning team in Mathematics spent 5,5% on that theme. Further, different beliefs about knowledge and knowers in the two subjects appeared, where a hierarchical knowledge structure and a horizontal knower structure was identified in Mathematics and a horizontal knowledge structure and a hierarchical knower structure was identified in History. These divergences in coding orientation and focus in planning between school subjects indicate that lesson planning is a subject specific practice that needs to be organised for in teachers’ daily work.

show abstract

“…En nackdel med denna organisering, skulle dock kunna vara att det kan vara svårare i en grupp som utgörs av ett arbetslag att etablera fördjupade ämnesdidaktiska reflektioner än i ämnesspecifika lärarlag (Dever & Lash, 2013). Ett tungt vägande argument var också ett önskemål om att elevgruppen skulle vara densamma, vilket möjliggjordes genom att låta lärargruppen utgöras av de arbetslag som undervisade i de två klasser vi följde.…”

Section: Tema: Kraftfull Professionskunskap I äMnesundervisningunclassified

Utforskande samtal mellan lärare och forskare om uppkopplade klassrum

Nilsberth,

Olin-Scheller,

Tarander

et al. 2023

FORSKUL

View full text Add to dashboard Cite

Den här artikeln sätter fokus på samtal mellan lärare och forskare om utmaningar kopplade till undervisningens digitalisering på en skola som har satsat på införandet av digital teknologi i alla ämnen. Syftet är att belysa transformationsprocesser i olika skolämnen i digitaliserade och uppkopplade klassrum, genom att analysera hur lärande om dessa frågor tar form i samtalen mellan deltagarna. Åtta fokusgruppsamtal genomfördes under fyra läsår och har analyserats med samtalsanalys för att synliggöra fysiska, semantiska och sociala dimensioner av de läranderum som formas. Resultaten visar att samtalsarrangemanget kan stödja lärandeprocesser både under och mellan samtalen, och kan överbrygga brott i kontinuiteten som kan relateras till organisatoriska förändringar på skolan. Vidare visar analysen att gruppsammansättningen med lärare från olika ämnen inte främst gynnade fördjupning av ämnesdidaktiska aspekter av undervisningens digitalisering utan framför allt gynnade fördjupning när det gäller ämnesövergripande frågor. ENGLISH: Exploratory conversations between teachers and researchers about connected classroom practices This article focuses on the conversations between teachers and researchers about challenges connected to the digitalisation of teaching at a school that invested in introducing digital technology in all subjects. The aim is to shed light on transformation processes in various school subjects in digitalised and connected classrooms by analysing how learning about these issues takes shape in the conversations between the participants. Eight group discussions were conducted over four school years and have been analysed with conversation analysis to make visible the physical, semantic and social dimensions of the learning spaces that are formed. The analysis makes visible how the conversation arrangement supports learning processes both during and between the conversations, and that they can bridge disruptions in continuity that can be related to organizational changes at the school. Furthermore, the analysis shows that the group composition with teachers from different subjects did not favour the deepening of subject didactic aspects of the digitalisation of teaching. Instead more general pedagogical aspects became developed. Keywords: Digitalisation, Powerful professional knowledge, Communicative spaces, Conversation analysis, Transformations

show abstract

Using Common Planning Time to Foster Professional Learning

Cited by 8 publications

References 4 publications

Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources

Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources

Föreställningar om kunskap och lärande i lärares planeringssamtal i matematik och historia

Utforskande samtal mellan lärare och forskare om uppkopplade klassrum

Contact Info

Product

Resources

About