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Full-Text Articles in Education
Towards Excellence In Mathematics Teaching: Forging Links Between National Curriculum And Professional Standards Initiatives, Hilary Hollingsworth, Catherine Pearn
Towards Excellence In Mathematics Teaching: Forging Links Between National Curriculum And Professional Standards Initiatives, Hilary Hollingsworth, Catherine Pearn
Dr Hilary Hollingsworth
No abstract provided.
What Is Effective Mathematics Teaching? International Educators' Judgements Of Mathematics Lessons From The Timss 1999 Video Study., Karen Givvin, Jennifer Jacobs, Hilary Hollingsworth, James Hiebert
What Is Effective Mathematics Teaching? International Educators' Judgements Of Mathematics Lessons From The Timss 1999 Video Study., Karen Givvin, Jennifer Jacobs, Hilary Hollingsworth, James Hiebert
Dr Hilary Hollingsworth
It has been well documented that classroom mathematics teaching differs across countries (Clarke et al., 2006a; Givvin et al., 2005; Hiebert et al., 2003a, 2003b; LeTendre et al., 2001; Leung, 1995; Stigler & Hiebert, 1999). Much less is known about whether leading educators in different countries differ in their views about what kinds of teaching should be occurring. Do the differences in classroom practices across countries mirror differences in experts’ views or do the differences exist in spite of shared views among experts? The goal of this chapter is to address this question.
Are There National Patterns Of Teaching? Evidence From The Timss 1999 Video Study, Karen Givvin, James Hiebert, Jennifer Jacobs, Hilary Hollingsworth, Ronald Gallimore
Are There National Patterns Of Teaching? Evidence From The Timss 1999 Video Study, Karen Givvin, James Hiebert, Jennifer Jacobs, Hilary Hollingsworth, Ronald Gallimore
Dr Hilary Hollingsworth
Why do teachers today teach as they do, and why has teaching evolved in the way that it has evolved? In order to improve teaching, it is important to understand why teaching looks the way that it now does and how its general form can be explained. One way to address this question is at the classroom level. In this article we build on ethnographic research by using the 1999 Third International Mathematics and Science Study (TIMSS) video archives. Here we consider two possible explanations for the general patterns that have developed in school teaching. One explanation is that there …
Lesson Study : A Professional Learning Model That Actually Makes A Difference, Hilary Hollingsworth, Delwyn Oliver
Lesson Study : A Professional Learning Model That Actually Makes A Difference, Hilary Hollingsworth, Delwyn Oliver
Dr Hilary Hollingsworth
Over the past year, a group of mathematics teachers from one Victorian school engaged in a process of professional learning called Lesson Study. In bi-weekly meetings that focused on the development of a single exemplary lesson, they questioned, pondered, discussed, debated, explored, and examined mathematics, and the teaching and learning of mathematics. This paper describes the process and the outcomes of what these teachers consider to be the most powerful professional learning they have experienced.
Elaborating A Model Of Teacher Professional Growth, David Clarke, Hilary Hollingsworth
Elaborating A Model Of Teacher Professional Growth, David Clarke, Hilary Hollingsworth
Dr Hilary Hollingsworth
This paper details a model of teacher professional growth and relates the model to the research data on which the model is empirically founded. A key feature of the model is its inclusion of four analytic domains in close correspondence to those employed by Guskey (Educational Researcher 15(5), 1986) and others, but the model proposed in this paper identifies the specific mechanisms by which change in one domain is associated with change in another. The interconnected, non-linear structure of the model enabled the identification of particular “change sequences” and “growth networks”, giving recognition to the idiosyncratic and individual nature of …
Mathematics, Creating The Future: Proceedings Of The 16th Biennial Conference Of The Australian Association Of Mathematics Teachers, Melbourne, July 1997
Dr Hilary Hollingsworth
No abstract provided.
Change Trajectories In Teacher Professional Growth, Hilary Hollingsworth
Change Trajectories In Teacher Professional Growth, Hilary Hollingsworth
Dr Hilary Hollingsworth
This paper reports some aspects of the professional growth of two Victorian mathematics teachers involved in the study and introduces the use of 'change trajectories' as a suitable mechanism for describing the growth process. The researcher made use of the Interconnected Model of Teacher Professional Growth for examining the process of change.