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eBook details

• Title: So when Do We Teach Mathematics? Vital Elements of Professional Development for High School Mathematics Teachers in an Urban Context (Report)
• Author : Teacher Education Quarterly
• Release Date : January 22, 2009
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 248 KB

Description

It is our belief (university professors/researchers), and the finding of many studies, that effective professional development can be an invaluable foundation for high-quality, reform-oriented teaching that leads to improved student learning and achievement (e.g., Darling-Hammond, 2000; US Dept. of Education, 2000). Furthermore, teachers serve as the primary catalyst for change in students' learning (Borko & Putnam, 1995). However, given the plethora of research and anecdotes related to successful programs that ultimately lead to student achievement, how to design professional development within a given context remains a challenging endeavor. Research suggests the following be included in successful professional development efforts: (1) university and school collaborative partnerships, in which teacher educators play an important role in the development of teachers' thinking and independence (Little, 2002; Putman & Borko, 2000); (2) opportunity for teachers to reflect in a collaborative format (Farmer, Gerretson, & Lassak, 2003); (3) guided help with the study of curriculum, assessment, and instruction (Newmann, Secada, & Wehlage, 1995); (4) modeling of practices that promote effective student learning; and (5) opportunities to negotiate learning within the context of the teachers' own practice and classroom (Wilson & Berne, 1999). Although there exist lists of what should be incorporated in professional development programs, rarely does this literature explore how to embed these components within the realities of the urban school context.

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