Sponsor
This material is based upon work supported by the National Science Foundation under Grant No. DRL-1223074.
Published In
Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Document Type
Conference Proceeding
Publication Date
2017
Subjects
Mathematics -- Study and teaching (Elementary), Effective teaching, Mathematical ability, Mathematics teachers--Training of
Abstract
While professional development (PD) provides an opportunity for teachers to cultivate skills that are consistent with best practices in the field, it is their buy-into the PD that ultimately determines the effectiveness of the PD. We examined how teacher buy-in affected the classroom habits and practice of four elementary teachers who took part in a district wide PD. Using baseline and first-year implementation video recordings, in conjunction with frameworks for discourse analysis, cognitive demand, and tools built specifically to measure PD implementation, we found that varying combinations of teachers' beliefs served as a mitigating factor for PD implementation.
Persistent Identifier
https://archives.pdx.edu/ds/psu/29996
Citation Details
Fagan, J., Melhuish, K. M., Thanheiser, E., Fasteen, J., Guyot, L., & Rosencrans, B. (2017). Connecting teachers’ buy-into professional development with classroom habits and practices. In E. Galindo & J. Newton, (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 459-462).
Description
Presented at the Hoosier Association of Mathematics Teacher Educators in Indianapolis, IN.