Education Commons^™

Sharing The Assessment Reform Story, Hilary Hollingsworth

Dr Hilary Hollingsworth

A new web-based resource is chronicling the experiences of schools as they undertake assessment reform.

Diving Deeper With Assessment, Hilary Hollingsworth

Dr Hilary Hollingsworth

ACER is helping educators to understand and implement assessment practices for positive classroom change and improved learning.

Cultural Differences In Teaching And Learning, Hilary Hollingsworth

Dr Hilary Hollingsworth

People in different cultures might learn in fundamentally different ways, Hilary Hollingsworth explains.

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.

Learning About Teaching : Using Video, Hilary Hollingsworth

Dr Hilary Hollingsworth

This article describes some Australian research and professional development projects that use classroom video data, and explains some of the positive outcomes, as well as some of the challenges, of these projects. A variety of methodologies have been used to collect, store, retrieve, code, navigate and analyse classroom video data. These include CD-Rom, DVD and web streaming to dedicated software platforms. Video is used to preserve classroom activity so that it can be 'slowed down' to enable detailed examinations of teaching and learning from multiple perspectives, reveal alternatives through comparative analysis, and stimulate discussions about choices related to teaching learning. …

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

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.

Mathematics Teaching In The United States Today (And Tomorrow) : Results From The Timss 1999 Video Study, James Hiebert, James Stigler, Jennifer Jacobs, Karen Givvin, Helen Garnier, Margaret Smith, Hilary Hollingsworth, Alfred Manaster, Diana Wearne, Ronald Gallimore

Dr Hilary Hollingsworth

The Third International Mathematics and Science Study (TIMSS) 1999 Video Study examined eighth-grade mathematics teaching in the United States and six higher-achieving countries. A range of teaching systems were found across higher-achieving countries that balanced attention to challenging content, procedural skill, and conceptual understanding in different ways. The United States displayed a unique system of teaching, not because of any particular feature but because of a constellation of features that reinforced attention to lower-level mathematics skills. The authors argue that these results are relevant for policy (mathematics) debates in the United States because they provide a current account of what …

From Research To Practice : Using The Timss Video Study Findings To Enhance Australian Mathematics Teaching, Hilary Hollingsworth

Dr Hilary Hollingsworth

The findings of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study have been reported at both international and national levels, however its impact on Australian mathematics teaching has yet to be realised. How can the results of the video study inform teachers' efforts toward excellence in mathematics teaching in Australia? This paper highlights some of the findings and recommendations in the national report, 'Teaching Mathematics in Australia: Results from the TIMSS 1999 Video Study', and anticipates ways that the products of the study might be used for improving teaching and teacher development. The broad purpose of the …

The Timss 1999 Video Study And Its Relevance To Australian Mathematics Education Research, Innovation, Networking, And Opportunities., Hilary Hollingsworth

Dr Hilary Hollingsworth

Results from the mathematics portion of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study, comparing videotaped Year 8 mathematics lessons from seven countries, were released in March 2003. This paper presents selected findings from that study, with a focus on those results that might be of particular interest to Australian educators. In addition, the paper considers ways in which the results and products from this study can make a lasting contribution to the field of mathematics education. Three areas are described: the innovation associated with the study's 'video survey' research methodology; the networking possibilities for mathematics educators …

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.