Professional learning activities in context: A statewide survey of middle school mathematics teachers;Actividades de aprendizaje profesional en context: Una encuesta a nivel estatal con maestros de escuelas secundarias de matemáticas

Education Policy Analysis Archives

Volumn 20, Issue , 2012, Pages 1-36

  Akiba, Motoko ^a  

^a UNIVERSITY OF MISSOURI   (United States)

Author keywords

Mathematics teachers; Professional development; Survey; Teacher learning

Indexed keywords

EID: 84861365579     PISSN: None     EISSN: 10682341     Source Type: Journal    
DOI: 10.14507/epaa.v20n14.2012     Document Type: Article

References (70)

1. Akiba, M. (2011). Identifying program characteristics for preparing pre-service teachers for diversity. Teachers College Record, 113(3), 658-697.
2. Akiba, M., LeTendre, G. K., & Scribner, J. P. (2007). Teacher quality, opportunity gap, and achievement gap in 47 countries. Educational Researcher, 36(7), 369-387.
3. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession (pp. 3-32). San Francisco, CA: Jossey-Bass.
4. Banilower, E., Heck, D., & Weiss, I. (2005). Can professional development make the vision of the standards a reality? The impact of the National Science Foundation's local systemic change through teacher enhancement initiative. Journal of Research in Science Teaching, 44(3), 375-395.
5. Birman, B. F., Boyle, A., Le Floch, K. C., Elledge, A., Holtzman, D., Song, M., et al. (2009). State and local implementation of the No Child Left Behind Act: Volume VIII-Teacher quality under NCLB: Final report. Washington, DC: U.S. Department of Education.
6. Borasi, R., & Fonzi, J. (2002). Professional development that supports school mathematics reforms. Foundations serious of monographs for professionals in science, mathematics, and technology education. Arlington, VA: National Science Foundation.
7. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
8. Carpenter, T. P., & Fennema, E. (1992). Cognitively guided instruction: Building on the knowledge of students and teachers. In W. G. Secada (Ed.), Curriculum reform: The case of mathematics in the United States: Special issues of International Journal of Research in Education (pp. 457-470). Elmsford, NY: Pergamon.
9. Carpenter, T. P., Fennema, E., & Franke, M. L. (1999). Cognitively guided instruction: A knowledge based for reform in primary mathematics instruction. Elementary School Journal, 97(1), 3-20.
10. Carpenter, T. P., & Moser, J. M. (1983). The acquisition of addition and subtraction concepts. In R. Lesh & M. Landau (Eds.), The acquisition of mathematics concepts and processes (pp. 7-44). New York: Academic Press.
11. Carver, C. L., & Feiman-Nemser, S. (2009). Using policy to improve teacher induction: Critical elements and missing pieces. Educational Policy, 23(2), 295-328.
12. Clarke, D. (1994). Ten key principles from research on the professional development of mathematics teachers. In D. B. Aichele & A. F. Coxford (Eds.), Professional development for teachers of mathematics (pp. 37-48).
13. Reston, VA: National Council of Teachers of Mathematics.
14. Cohen, D. K., & Hill, H. C. (2001). Learning policy: When state education reform works. New Haven and London: Yale University Press.
15. Darling-Hammond, L., & McLaughlin, M. W. (1999). Investing in learning as a teaching profession: Policy problems and prospects. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. (pp. 376-412). San Francisco, CA: Jossey-Bass.
16. Darling-Hammond, L., & Sykes, G. (Eds.). (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco, CA: Jossey-Bass.
17. Darling-Hammond, L., & Youngs, P. (2002). Defining highly qualified teachers: What does scientifically-based research actually tell us? Educational Researcher, 31(9), 13-25.
18. Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.
19. Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
20. Desimone, L. M., Smith, T. M., & Ueno, K. (2006). Are teachers who need sustained, contentfocused professional development getting it? An administrator's dilemma. Educational Administration Quarterly, 42(2), 179-215.
21. Editorial Projects in Education, Inc. (2011). Quality Counts 2011(National Highlights Report): Uncertain forecast: Education adjusts to a new economic reality. Bethesda, MD: Author.
22. Elmore, R. F. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: Albert Shanker Institute.
23. Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26, 247-273.
24. Fennema, E., Carpenter, T. P., Franke, M. L., Levi, M., Jacobs, V., & Empson, S. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403-434.
25. Gamoran, A., Anderson, W., Quiroz, P. A., Secada, W. G., Williams, T., & Ashmann, S. (Eds.). (2003). Transforming teaching in math and science: How schools and districts can support change. New York: Teachers College Press.
26. Garet, M. S., Porter, A. C., Desimone, L. M., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
27. Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., & Brenwald, S. (2008). Highlights from TIMSS 2007:Mathematics and science achievement of U.S. fourth and eighth-grade students in an international context (NCES 2009-001). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
28. Grossman, P., Wineburg, S., & Woolworth, S. (2000). What makes teacher community different from a gathering of teachers? Seattle, WA: Center for the Study of Teaching and Policy.
29. Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
30. Johnson, S. M., & The Project on the Next Generation of Teachers. (2004). Finders and keepers: Helping new teachers survive and thrive in our schools. San Francisco: Jossey-Bass.
31. Johnson, S. M., Kardos, S. M., Kauffman, D., Liu, E., & Donaldson, M. L. (2004). The support gap: New teachers' early experience in high-income and low-income schools. Educational Policy Analysis Archives, 12(61).
32. Kauffman, D., Johnson, S. M., Kardos, S. M., Liu, E., & Peske, H. G. (2002). Lost at sea: New teachers' experiences with curriculum and assessment. Teachers College Record, 104(2), 273-300.
33. King, B. M. (2004). School and district-level leadership for teacher workforce development: Enhancing teacher learning and capacity. In M. A. Smylie & D. Miretzky (Eds.), Developing the teacher workforce. (pp. 303-325). Chicago: The University of Chicago Press.
34. Ladson-Billings, G. (1995). Multicultural teacher education: research, practice, and policy. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (pp. 747-759). New York: Macmillan.
35. Larkin, J., & Sleeter, C. E. (1995). Developing multicultural teacher education curricula. Albany: State University of New York Press.
36. Lewis, C. (2002). Lesson study: A handbook for teacher-led instructional change. Philadelphia: Research for Better Schools, Inc.
37. Lewis, C., Perry, R. R., & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, 12(4), 285-304.
38. Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151.
39. Little, J. W. (1999). Organizing schools for teacher learning. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession (pp. 233-262). San Francisco, CA: Jossey-Bass.
40. Little, J. W. (2002). Locating learning in teachers' communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18, 917-946.
41. Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945.
42. Lortie, D. C. (1975). School teacher. Chicago & London: The University of Chicago Press.
43. Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press, Inc.
44. Marsick, V. J., & Watkins, K. (1990). Informal and incidental learning in the workplace. New York: Routledge.
45. McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teaching. Chicago and London: The University of Chicago Press.
46. McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York and London: Teachers College Press.
47. Missouri Department of Elementary and Secondary Education (MDESE). (2008). Mentoring program standards. Retrieved 04/08, 2010, from http://www.dese.mo.gov/schoollaw/rulesregs/80-850045.htm
48. Missouri Department of Elementary and Secondary Education (MDESE). (n.d.). Mission, mandates and regulations for professional development. Retrieved 04/08, 2010, from http://www.dese.mo.gov/divteachqual/leadership/pd_guidelines/Sec1.pdf
49. Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New York: Teachers College Press.
50. Peressini, D., Borko, H., Romagnano, L., Knuth, E., & Willis, C. (2004). A conceptual framework for learning to teach secondary mathematics: A situative perspective. Educational Studies in Mathematics, 56, 67-96.
51. Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning. Educational Researcher, 29(1), 4-15.
52. Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Washington, DC: Economic Policy Institute.
53. Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (pp. 905-947). Washington, DC: American Educational Research Association.
54. Schultz, K., Jones-Walker, C. E., & Chikkatur, A. P. (2008). Listening to students, Negotiating beliefs: Preparing teachers for urban classrooms. Curriculum Inquiry, 38(2), 155-187.
55. Schwille, S. A. (2008). The professional practice of mentoring. American Journal of Education, 115(1), 139-167.
56. Scribner, J. P. (1999). Professional development: Untangling the influence of work context on teacher learning. Educational Administration Quarterly, 35(2), 238-266.
57. Scribner, J. P. (2003). Teacher learning in context: the special case of rural high school teachers. Educational Policy Analysis Archives, 11(12), Retrieved 06/01/07 from http://epaa.asu.edu/epaa/v11n12/.
58. Shulman, L. S., & Shulman, J. H. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36(2), 257-271.
59. Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94-106.
60. Smith, T. M., & Desimone, L. M. (2003). Do changes in patterns of participation in teachers' professional development reflect the goals of standards-based reform? Educational HORIZONS, Spring, 119-129.
61. Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
62. Smylie, M. A. (1995). Teacher learning in the workplace: Implications for school reform. In T. R. Guskey & M. Huberman (Eds.), New paradigms and practices in professional development (pp. 92-113). New York: Teachers College Press.
63. Spillane, J. P., & Thompson, C. I. (1997). Reconstructing conceptions of local capacity: The Local Education Agency's capacity for ambitious instructional reform. Education Evaluation and Policy Analysis, 19(2), 185-203.
64. Vanneman, A., Hamilton, L., Baldwin Anderson, J., & Rahman, T. (2009). Achievement gaps: How Black and White students in public schools perform in mathematics and reading on the National Assessment of Educational Progress, (NCES 2009-455). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
65. Watkins, K. E., & Marsick, V. J. (1992). Towards a theory of informal and incidental learning in organizations. International Journal of Lifelong Learning, 11(4), 287-300.
66. Wayne, A. J., Yoon, K. S., Zhu, P., Cronen, S., & Garet, M. S. (2008). Experimenting with teacher professional development: Motives and methods. Educational Researcher, 37(8), 469-479.
67. Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.
68. Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
69. Wilson, S., Floden, R., & Ferrini-Mundy, J. (2002). Teacher preparation research: An insider's view from the outside. Journal of Teacher Education, 53(3), 190-204.
70. Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.