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    ABSTRACT: This report provides evidence of the influence of professional development and curriculum on upper elementary students' understandings of fractions. Three groups of teachers and their students participated. Two groups implemented a fractions unit that emphasized problem solving and conceptual understanding. The Integrated Mathematics Assessment (IMA) group participated in a program designed to enhance teachers' understandings of fractions, students' thinking, and students' motivation. The Collegial Support (SUPP) group met regularly to discuss strategies for implementing the curriculum. Teachers in the third group (TRAD) valued and used textbooks and received no professional development support. Contrasts of student adjusted posttest scores revealed group differences on two scales. On the conceptual scale, IMA classrooms achieved greater adjusted posttest scores than the other two groups, with no differences between SUPP and TRAD groups. On the computation scale, contrasts revealed no differences between IMA and TRAD, although TRAD achieved greater adjusted scores than SUPP (p < 0.10). Our findings indicate that the benefits of reform curriculum for students may depend upon integrated professional development, one form exemplified by the IMA program.
    Journal of Mathematics Teacher Education 12/2000; 4(1):55-79.
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    ABSTRACT: This article presents findings from a study in which the author served as an expert coach and provided ongoing support to four elementary school teachers related to employing standards-based pedagogies in their mathematics classrooms. In addition to assisting teachers, the author examined which supports they sought and the impact of them on mathematics instruction. Data were collected through participant interviews, classroom observations, and anecdotal notes. Inductive qualitative analysis indicated that teachers who sought more in-class support and co-teaching opportunities showed more enactments of standards-based pedagogies than teachers who asked for resources and support outside of their mathematics classroom. Implications for models of teacher support related to mathematics instruction are provided.
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    ABSTRACT: Prior professional development studies have identified discrepancies between what teachers’ report (espoused practices) and demonstrate (enacted practices) during classroom teaching. This has proven particularly evident in studies examining classroom implementation of standards-based practices such as learner-centered instruction. The authors examined the enacted and espoused practices of 2 elementary school teachers during a yearlong professional development project focusing on supporting implementation of learner-centered pedagogies in their classrooms. The convergence of video analysis of classroom teaching evidence and teacher interviews confirm little alignment between participants’ espoused and enacted practices. However, enacted teaching practices became increasingly consistent with learner-centered professional development practices when adopting a project activity or coplanning the lesson with an experienced professional developer. Implications for the design and research of learner-centered professional development are provided.
    The Journal of Educational Research. 01/2011; 104(2):120-130.

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May 28, 2014