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Measuring Fidelity Of Implementation In A Large-Scale Professional Development Efficacy Study, Kathleen Mary Melhuish, Eva Thanheiser, Brenda Rosencrans
Measuring Fidelity Of Implementation In A Large-Scale Professional Development Efficacy Study, Kathleen Mary Melhuish, Eva Thanheiser, Brenda Rosencrans
Mathematics and Statistics Faculty Publications and Presentations
Fidelity of implementation is the essential link between professional development (PD) experiences and changes in outcomes. Yet, as a field we have few measures available to directly look at implementation. In this poster, we present our preliminary work measuring teachers’ implementation of a research-based PD.
The Language Of Professional Development Leaders, Andrew Riffel, Kathleen Mary Melhuish, Eva Thanheiser
The Language Of Professional Development Leaders, Andrew Riffel, Kathleen Mary Melhuish, Eva Thanheiser
Mathematics and Statistics Faculty Publications and Presentations
Leaders in professional development (PD) initiatives (such as facilitators, principals, coaches) hold a great deal of power in their language, carrying the ability to manage meaning and frame experiences. Rather than working from interview data, this report addresses a gap in leadership research by examining the words used by leaders in their on-the-job interactions. We present an initial framework for capturing leadership language qualities at the macro level (framing the PD’s purpose) and micro level (rhetorical crafting in terms of metaphor usage, pronoun choice, and other language selections). Our data come from a larger project evaluating the efficacy of a …
Teacher Noticing Of Justification: Attending To The Complexity Of Mathematical Content And Practice, Kathleen Mary Melhuish, Eva Thanheiser, Jodi I. Fasteen, Julie Fredericks
Teacher Noticing Of Justification: Attending To The Complexity Of Mathematical Content And Practice, Kathleen Mary Melhuish, Eva Thanheiser, Jodi I. Fasteen, Julie Fredericks
Mathematics and Statistics Faculty Publications and Presentations
In this report, we will consider in-service elementary school teachers' noticing of the mathematical practice: justification. This study is part of a larger project evaluating the efficacy of a three year professional development built around attending to student thinking and promoting mathematical habits of justifying, generalizing and making sense. Noticing just¢cation is a complex task requiring attention to both the (1) mathematical content and strategies and (2) the nature of the argument provided by a student. We have found that teachers' struggle to attend to both aspects simultaneously and offer a framework for considering teacher noticing of mathematical practices.
Greater Number Of Larger Pieces: A Strategy To Promote Prospective Teachers’ Fraction Number Sense Development, Dana Olanoff, Ziv Feldman, Rachael M. Welder, Jennifer M. Tobias, Eva Thanheiser, Amy F. Hillen
Greater Number Of Larger Pieces: A Strategy To Promote Prospective Teachers’ Fraction Number Sense Development, Dana Olanoff, Ziv Feldman, Rachael M. Welder, Jennifer M. Tobias, Eva Thanheiser, Amy F. Hillen
Mathematics and Statistics Faculty Publications and Presentations
Prospective teachers (PTs) need opportunities to develop fraction number sense, yet little research has explicated how this development occurs. Our research team collaboratively designed a task targeted at helping PTs develop fraction number sense through an exploration of fraction comparison strategies. This paper focuses on developing one particular strategy, which we call Greater Number of Larger Pieces (GLP). We argue that understanding this strategy has the potential to support PTs’ number sense, particularly in regards to the measure interpretation of fractions. Analysis of data from two iterations of this task (implemented by five mathematics teacher educators at five US institutions …