Citation

Supporting Teachers' Learning Through the Use of Students’ Work: Conceptualizing Teacher Learning Across the Setting of Professional Development and the Classroom

Abstract | Word Stems | Keywords | Association | Citation | Get this Document | Similar Titles




STOP!

You can now view the document associated with this citation by clicking on the "View Document as HTML" link below.

View Document as HTML:
Click here to view the document

Abstract:

Looking at students’ work has increased in popularity in mathematics teacher professional development as a promising means of supporting teachers’ learning (Ball & Cohen, 1999; Kazemi & Franke, 2003; Little, 2003). Because students’ work constitutes an indispensable aspect of teachers’ instructional practices, it is typically considered to help relate teacher professional development directly to teachers’ daily practices (Ball & Cohen, 1999). However, up to this point, little conceptual work has been done to articulate the theoretical underpinning of this approach. In this paper, I draw on my experience working with a group of middle-school mathematics teachers to begin to conceptualize this issue and more broadly, the issue of supporting teachers’ learning across the setting of professional development and the classroom.

Most Common Document Word Stems:

teacher (141), student (98), learn (67), work (67), instruct (47), develop (45), research (41), profession (39), practic (36), teach (35), classroom (33), mathemat (32), support (31), set (29), data (28), activ (26), use (24), reason (20), analysi (19), discuss (18), educ (17),
Convention
Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL:
http://www.pmena.org


Citation:
URL: http://citation.allacademic.com/meta/p24802_index.html
Direct Link:
HTML Code:

MLA Citation:

Zhao, Qing. "Supporting Teachers' Learning Through the Use of Students’ Work: Conceptualizing Teacher Learning Across the Setting of Professional Development and the Classroom" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 <Not Available>. 2013-12-17 <http://citation.allacademic.com/meta/p24802_index.html>

APA Citation:

Zhao, Q. , 2005-10-20 "Supporting Teachers' Learning Through the Use of Students’ Work: Conceptualizing Teacher Learning Across the Setting of Professional Development and the Classroom" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA Online <APPLICATION/PDF>. 2013-12-17 from http://citation.allacademic.com/meta/p24802_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Looking at students’ work has increased in popularity in mathematics teacher professional development as a promising means of supporting teachers’ learning (Ball & Cohen, 1999; Kazemi & Franke, 2003; Little, 2003). Because students’ work constitutes an indispensable aspect of teachers’ instructional practices, it is typically considered to help relate teacher professional development directly to teachers’ daily practices (Ball & Cohen, 1999). However, up to this point, little conceptual work has been done to articulate the theoretical underpinning of this approach. In this paper, I draw on my experience working with a group of middle-school mathematics teachers to begin to conceptualize this issue and more broadly, the issue of supporting teachers’ learning across the setting of professional development and the classroom.

Get this Document:

Find this citation or document at one or all of these locations below. The links below may have the citation or the entire document for free or you may purchase access to the document. Clicking on these links will change the site you're on and empty your shopping cart.

Associated Document Available Access Fee All Academic Inc.


Similar Titles:
Supporting the Professional Learning of Teachers: Music Education,Learning Styles and Purposeful Feedback as the Means to Developing a Deeper Understanding of Teaching Practice

Models of Teaching Practice: A Theoretical Analysis of Research in Mathematics Teacher Education

How well do Jordanian teachers use student-centered active teaching methodologies in the classroom? [Classroom observation research study]


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.