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Full-Text Articles in Education
Using Teacher Noticing And Video-Mediated Professional Learning To Develop Preservice Teachers’ Knowledge For Teaching The Derivative, Alfred M. Limbere
Using Teacher Noticing And Video-Mediated Professional Learning To Develop Preservice Teachers’ Knowledge For Teaching The Derivative, Alfred M. Limbere
Theses, Dissertations and Culminating Projects
This study investigated how problem-solving videos can be used in video-mediated professional learning to support secondary preservice mathematics teachers (PMTs) in developing teacher knowledge for noticing student thinking in the context of the derivative concept in calculus. A model of the trajectory of PMTs’ noticing was constructed as six PMTs viewed and analyzed videos of students’ problem solving. At the same time, the nature of video-mediated interactions that were found to be productive in supporting this knowledge development was examined. A design experiment was used as the research methodology. Data was collected from video recordings of eight semi-structured teaching episodes …
Reconsidering Professional Development Nnd Its Impact On Teacher Learning : An Examination Of Teacher Motivation In A Self-Directed Model Of Teacher Professional Development, Douglas M. Walker
Theses, Dissertations and Culminating Projects
The purpose of this study is to understand teacher perceptions of a self-directed professional learning model named Go Time. I examined the factors that influenced teacher learning and motivation to sustain learning in this model. This study contributes to the research on teacher professional development by examining a model that is self-directed and rooted in reflective practice. The study utilized a basic qualitative design in which 10 participants from a single school district participated in two rounds of semi-structured interviews. The purpose of the data collection was to understand teacher’s prior perceptions of professional development and their more current perceptions …
Sensemaking For Equity And Agency : Stem Teacher Learning Through A Community Of Practice Model, Karen Anne Woodruff
Sensemaking For Equity And Agency : Stem Teacher Learning Through A Community Of Practice Model, Karen Anne Woodruff
Theses, Dissertations and Culminating Projects
The current vision for science education is to improve learning for all students by enacting teaching practices that make rigorous science content accessible to diverse learners. Science education, as a field, is shifting focus to be practice-based and equity-centered as students and their ideas become the focal point of the profession. The enactment of this vision calls for professional learning opportunities for teachers that support sensemaking and enactment of reform-based practices. This design-based study is an exploration of how ten science teachers negotiate issues of equity and professional agency in their teaching of the science and engineering practices through identified …
Fostering Mathematical Creativity Among Middle School Mathematics Teachers, Ceire H. Monahan
Fostering Mathematical Creativity Among Middle School Mathematics Teachers, Ceire H. Monahan
Theses, Dissertations and Culminating Projects
The purpose of this research was to understand in-service teachers’ experiences with and ideas about mathematical creativity after participating in a targeted professional development program. The professional development program encouraged participants to think creatively and foster students’ creativity. In this study I present the results from the main unit of analysis, 12 participants in a professional development program, along with a deep analysis of three exemplar teachers from each of the identified groups, adherence to traditional teaching practices (traditional), appreciation for teaching for creativity (creative but hesitant), and teaching for creativity (creative). The findings of this study highlight the combination …
Using Video To Reframe The Teacher Evaluation Process As A Professional Learning Experience : An Action Research Study, Andrew C. Matteo
Using Video To Reframe The Teacher Evaluation Process As A Professional Learning Experience : An Action Research Study, Andrew C. Matteo
Theses, Dissertations and Culminating Projects
The purpose of this action research study was to work with a group of teachers to refine an organizational routine dealing with teacher evaluation with the dual goals of (a) increasing the teachers’ sense of professionalism and improving the technical core of their work—instruction— and (b) moving toward a routine that the district will be able to use in the future. The research question that guided this work was, “How do we experience the organizational routine that I developed using video for teacher evaluation for improving teacher practice as compared to the existing teacher evaluation system, and how does our …
Mainstream Teachers Learning To Teach English Language Learners : Uncovering The Systems Of Teacher Professional Learning, Alma Morel
Theses, Dissertations and Culminating Projects
In this qualitative study, I followed three teachers as they participated in a sheltered English instruction professional learning initiative planned and implemented by their school district for purposes of preparing middle school science and social studies teachers to teach English language learners (ELLs). I explored the professional learning process of these teachers and how the ideas to which they were exposed in the professional learning initiative moved into their classroom practices, if at all. The study was guided by a complexity perspective, from which teacher professional learning was conceptualized as emerging from nested systems. In general, the study sought to …