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An Investigation Into Intermediate Grades Teachers' Noticing Of The Mathematical Quality Of Instruction, Krista Lynn Strand
An Investigation Into Intermediate Grades Teachers' Noticing Of The Mathematical Quality Of Instruction, Krista Lynn Strand
Dissertations and Theses
The Mathematical Quality of Instruction (MQI) is an important feature of a classroom mathematics lesson. Before teachers can strengthen the MQI of their own lessons, however, teachers must first be able to notice MQI-related features of instruction. The purpose of this dissertation is to investigate intermediate grades teachers’ MQI-related noticing as they go through a ten-week research-based MQI professional development (PD) program. Specifically, this dissertation is guided by two research questions: (1) How do individual teachers’ noticing of MQI-related features of instruction shift as they go through an MQI-focused professional development program? and (2) How do teachers approach the task …
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.
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.
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 …