Heather C. Hill’s research while affiliated with University of Cyprus and other places

... However, German-speaking educational researchers have recently critiqued the generalization of these STEM-based findings to other subjects, e.g., [12,13], advocating for an investigation into which aspects of teaching and learning are genuinely subject-specific and where broader generalizations can be applied [11,14]. A comparison of international studies analyzing subject-specific professional content knowledge-primarily in mathematics-has revealed divergent findings, attributed to cultural influences and structural differences in education and teacher-training systems [15]. For example, the United States lacks a formalized discipline of subject-specific didactics within teacher training, a component firmly embedded in German teacher education [15]. ...

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Too Busy to Read, Too Important to Ignore: How Teachers Manage to Read Work-Related Literature in Their Day-to-Day Work

... 156). More recently, Hill et al. (2018) pointed to insufficient systematic inquiry of null results in the impact of teacher PD on student outcomes. They presented a framework consisting of possible explanations for why a PD program fails to impact the field: (1) lack of will, which refers to selective implementation of PD materials, perhaps due to confidence in existing practices; (2) sense-making, where teachers' interpretations of the PD differ significantly from the intent of the PD providers; (3) insufficient resources available for teachers to implement the suggested policy, where resources can pertain to knowledge of policy, content knowledge, and curriculum materials; (4) organizational barriers, such as district or school requirements that conflict with, or limit, the implementation of the PD ideas; (5) difficulty in implementing ambitious instructional practices, i.e., instruction that uses more complex tasks, targeted at more student intellectual engagement; (6) weak instructional press on teachers by the PD providers, often due to a need to avoid criticism so that teachers feel safe; and (7) lack of fit of the PD with the teachers' needs, for instance, when the PD aims to create a new vision for instruction, but fails to support teachers with the pre-requisite skills essential for fulfilling such a vision. ...

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Researching “what went wrong” in professional development (PD) for mathematics teachers: What makes it so important, and so difficult?

... To ensure students have appropriate opportunity to learn mathematics, they must have both the time to engage in mathematical concepts and highquality mathematics instruction (Tate, 1995(Tate, , 2001. The mathematics education field conceptualizes high-quality mathematics instruction-often referred to as ambitious mathematics teaching-as practices that address conceptual rigor as well as procedural fluency and that incorporate strategies such as facilitation of mathematical discourse, collaborative learning, and cognitively challenging tasks (Choppin et al., 2020;Hill et al., 2018;Lampert, 1992;Munter, 2014;National Mathematics Advisory Panel, 2008;Smith et al., 2005). As such, increased calls for ambitious mathematics instruction represent a shift from traditional math instructional practices that rely on direct instruction and rote computation (National Council of Teachers of Mathematics [NCTM], 2014b;Smith et al., 2005;Stigler & Hiebert, 2009) to a more conceptually driven approach to teaching math that includes discourse-rich, collaborative, and student-focused learning experiences. ...

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Teaching Mathematics in Kindergarten: How Does Instruction Differ by Classroom Ability?

... Various scholars have assessed MKT to study teachers' mathematical knowledge, quality of instruction, and teachers' pedagogy across various mathematical contents (Herbst & Kosko 2014;Kazemi & Rafiepour, 2018;Khakasa & Berger, 2016). Results of these studies indicate several factors are associated with teachers' MKT, including, but not limited to, years of experience (Herbst & Kosko 2014), grade level taught Jakobsen et al., 2011), and undergraduate coursework (Hill, 2010). ...

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Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience

... It would be futile for integrated STEM subjects to be introduced in HIL in the absence of qualified staff and relevant curricula. Many STEM researchers have recommended the enhancement of knowledge, experiences, mentorships and background preparation for teachers to be adequately equipped to effectively impart integrated STEM education (Hill et al., 2020). ...

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Integrating STEM Education in Uganda’s Higher Education to Produce Skills Required to Stimulate Industrialisation and Sustainable Economic Growth

... First, developing and maintaining a STEM identity as a school requires a shared vision built on a culture of intellectualism, inclusion, and collaboration (Tofel-Grehl & Callahan, 2014), and this can vary significantly based on instruction, collaboration (Bassok et al., 2016;Diamond & Spillane, 2004;Marx & Harris, 2006), and planning time limitations (Goodpaster et al., 2012;Herro & Quigley, 2017;Lesseig et al., 2016;Margot & Kettler, 2019). These differences extend to pedagogical content knowledge (Shulman, 1986;Zahorik, 1996) and resources (Hsu et al., 2011;Litke & Hill, 2020;Park et al., 2017) as school leaders consider professional learning around inquiry-based teaching as well as materials and physical space considerations. Second, course offerings and student research opportunities, often tied to funding, limit exemplary STEM learning and vary by school level (Peters-Burton, Pfeiffer et al., 2010;Tofel-Grehl & Callahan, 2014). ...

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Collective leadership: A catalyst for school improvement

... To help teachers align their practices with the requirements of ambitious instruction, various professional development programs have been designed. Increasingly, instructional coaching 1 programs have become a way of providing intensive one-on-one support to teachers as research has found that coaching can create positive changes in mathematics teachers' knowledge, beliefs, instructional practices, and consequently student achievement (e.g., Auletto & Stein, 2020;Campbell & Malkus, 2011;Chapin, 1994;Kraft & Hill, 2020;Yopp et al., 2019). ...

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Research-based design of coaching for ambitious mathematics instruction

... If the conventional condition outperformed the IVR condition (which only included a virtual lecture and no discussion), it would be incorrect to conclude that providing students with a live lecture is more effective than providing them with a virtual lecture. These types of design versus implementation discrepancies can lead to incorrect claims about the effectiveness of one condition over another (Hill & Erickson, 2019;Stains & Vickrey, 2017). ...

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Exemplary Media Comparison Research on Learning in Virtual Reality

... RPP Effectiveness. Evaluating the effectiveness of RPPs in supporting evidence engagement is challenging due to variation in types of RPPs, the lack of explicit, measurable and consistent outputs and the long timelines connecting RPP activities to intended outcomes (Penuel and Hill, 2019). A recent evidence review suggests that RPPs can facilitate organizational changes in districts (Welsh, 2021). ...

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Partnering through pandemic recovery: an examination of a research-practice partnership in Guilford County Schools

... The second part was the investigation of influencing factors, including exploratory learning (four questions), self-efficacy (four questions) [19][20], curriculum quality (three questions) [21], internet word-of-mouth (three questions) [22], perceived usefulness (four questions) [23] and perceived ease of use (four questions) [24]. ...

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Influencing Factors of College Students’ Willingness to Use Mobile Online Education Platforms