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Teacher Education and Professional Development
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
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Scaling Professional Development For Mathematics Teacher Educators, Michele B. Carney, Jonathan L. Brendefur, Gwyneth Hughes, Keith Thiede, Angela R. Crawford, Dan Jesse, Brandie Ward Smith
Scaling Professional Development For Mathematics Teacher Educators, Michele B. Carney, Jonathan L. Brendefur, Gwyneth Hughes, Keith Thiede, Angela R. Crawford, Dan Jesse, Brandie Ward Smith
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
There have been multiple calls (Adler, Ball, Krainer, Lin, & Novotna, 2005; Conference Board of the Mathematical Sciences, 2012; Kilpatrick, Swafford, & Findell, 2001) and extensive evidence (Hiebert, 2003; Lemke et al., 2004; National Math Panel, 2008; OECD, 2010) regarding the need to change K-12 mathematics education from procedural and memorization-driven to more conceptual and application-based. Professional development is viewed as an important mechanism to influence these changes in instructional practices (Fennema et al., 1996; Franke, Carpenter, Levi, & Fennema, 2001; Swafford, Jones, & Thornton, 1997) and student outcomes (Jacobs, Franke, Carpenter, Levi, & Battey, 2007). However, professional development is …