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Education Commons

Open Access. Powered by Scholars. Published by Universities.®

2018

Teacher Education and Professional Development

Professional development

University of Colorado, Boulder

Articles 1 - 3 of 3

Full-Text Articles in Education

Designing For Consensus And The Standards For Mathematical Practice, Raymond Johnson Jan 2018

Designing For Consensus And The Standards For Mathematical Practice, Raymond Johnson

School of Education Graduate Theses & Dissertations

This design research study examined how professional development in the context of a research practice partnership developed Algebra 1 teachers’ collective understanding of the eight Standards for Mathematical Practice (SMPs), part of the Common Core State Standards. Over two years, 15 teachers participated in a task analysis routine that included the alignment of mathematical tasks to the SMPs. Group consensus of these task ratings were analyzed quantitatively using Randolph’s kappa, along with a measure of individual contributions to consensus that was based on calculations of pairwise agreement. Task rating discussions, which targeted disagreement in the task ratings, were analyzed ...


Participatory Approaches To Educator Learning: Toward Equity And Allyship In Education, Rebecca Grace Kaplan Jan 2018

Participatory Approaches To Educator Learning: Toward Equity And Allyship In Education, Rebecca Grace Kaplan

School of Education Graduate Theses & Dissertations

The three articles in this dissertation explore in-service educator learning through participatory approaches, with an aim toward equity in education. Combining sociocultural theories of learning as increasing participation within social and cultural practices (Gutiérrez, & Rogoff, 2003), and the political commitments of participatory action research (Strand et al., 2003), I hope to contribute to discussions on approaches to teacher education which center equity and justice. The articles in this dissertation demonstrate that participatory approaches can support educators at different levels throughout the system- within a single school and with leaders across states. Participatory approaches to inquiry, with the intentional use of mediational tools, can support shifts in educators’ research use (Weiss, 1979), equity literacy (Gorski & Swalwell, 2015), and practice-linked identities (Nasir & Hand, 2008). While national political discourse focuses on standardization, it is crucial to consider how education research can support educator learning, agency, and action. Participatory approaches to teaching and learning can shift the focus to collaboration, inquiry, and community: ingredients to work toward social change.

In the first article, “Going on a Statewide Listening Tour: Involving Education Leaders in the Process of Research to Enhance the Practical Value of Qualitative Research,” my colleagues and I illustrate how researchers can design for practitioners’ research use by involving education leaders in the process of conducting qualitative research. We found that science leaders became more engaged with research findings from their own collaborative research projects than from other sources, and that engaging in participatory research enhanced the practical value of the research. In the second article, “From Fiction to Action: Queer Reading for Educator Equity Literacy,” I explore how educators utilized a queer reading lens to discuss young adult (YA) novels; data from a discussion about the popular YA novel Every Day by David Levithan showed how they engaged in a process of becoming literate to the structures and systems that maintain inequity. And in the third article, “Educator as Ally: Developing Identity Resources Through Collaborative Inquiry,” I share illustrative cases which demonstrate how educators began to shift their actions as their identities expanded, through allying with ...


Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities For Informal Stem Educators, Rebecca Deborah Swanson Jan 2018

Boundary Crossings Between Professional Communities: Designing Online Collaborative Learning Opportunities For Informal Stem Educators, Rebecca Deborah Swanson

School of Education Graduate Theses & Dissertations

Informal STEM educators, teaching in out-of-school environments, have few opportunities for professional development. These educators often have widely varied professional backgrounds and areas of expertise, which can lead to rich opportunities for learning with and from other informal STEM educators in the context of professional learning communities. In this dissertation, I draw on the concept of boundary crossings as a framework to understand how summer STEM camp instructors share experiences from their other personal and professional communities as they work together in a series of bi-weekly online professional development meetings designed to support them in enacting high quality informal STEM ...