https://mathed.net/w/index.php?action=history&feed=atom&title=Hodges_%26_Cady_%282013%29Hodges & Cady (2013) - Revision history2026-09-19T18:53:21ZRevision history for this page on the wikiMediaWiki 1.43.8https://mathed.net/w/index.php?title=Hodges_%26_Cady_(2013)&diff=1041&oldid=previmported>Raymond Johnson: new page2013-11-01T05:35:28Z<p>new page</p>
<p><b>New page</b></p><div>{{Title|Blended-Format Professional Development and the Emergence of Communities of Practice}}<br />
__NOTOC__<br />
The article ''Blended-Format Professional Development and the Emergence of Communities of Practice'' was written by [[Thomas Hodges]] and [[JoAnn Cady]] and published in the ''[[Mathematics Education Research Journal]]'' in 2013. The article is available from SpringerLink at http://link.springer.com/article/10.1007/s13394-012-0065-0.<br />
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== Abstract ==<br />
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In this paper, we draw on Wenger’s (1998) conception of communities of practice to observe the emergence of a community of practice among middle grades mathematics teachers who participated in a two-year blended-format (online synchronous, online asynchronous, and face to face) professional development program designed to increase middle-grades mathematics teachers’ content and pedagogical content knowledge, as well as foster the evolution of local communities of practices. Results indicate that the professional development program supported the development of a community of practice among a subset of participating teachers, while others failed to develop what constitutes a community of practice. Issues related to professional development design in light of these findings are discussed.<br />
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== Outline of Headings ==<br />
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* Situating professional development in an online context through communities of practice<br />
* Context<br />
** Professional development course design<br />
** Course activities<br />
* Methodologies<br />
** Participants and context<br />
** Data sources and analysis<br />
* Findings<br />
** Developing communities of practice<br />
*** The professional development courses community<br />
*** School-based communities of practice<br />
** Views of the professional development program<br />
* Discussion<br />
** Professional development activities and the evolution of communities of practice<br />
** Blended-format design as a catalyst for supporting communities of practice<br />
** Professional development design<br />
*** Making use of school structures for professional development experiences<br />
*** Searching for and building upon common issues<br />
*** Mechanisms for communication beyond the professional development<br />
** Beneficial data<br />
* Final thoughts<br />
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== Also ==<br />
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=== APA ===<br />
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Hodges, T. E., & Cady, J. (2013). Blended-format professional development and the emergence of communities of practice. ''Mathematics Education Research Journal'', 25(2), 299–316. doi:10.1007/s13394-012-0065-0<br />
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=== BibTeX ===<br />
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<pre><br />
@article{Hodges2013,<br />
author = {Hodges, Thomas E. and Cady, JoAnn},<br />
doi = {10.1007/s13394-012-0065-0},<br />
journal = {Mathematics Education Research Journal},<br />
keywords = {communities of practice,online,professional development},<br />
number = {2},<br />
pages = {299--316},<br />
title = {{Blended-format professional development and the emergence of communities of practice}},<br />
url = {http://link.springer.com/10.1007/s13394-012-0065-0},<br />
volume = {25},<br />
year = {2013}<br />
}<br />
</pre><br />
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[[Category:Journal Articles]]<br />
[[Category:Mathematics Education Research Journal]]<br />
[[Category:2013]]<br />
[[Category:Professional Development]]</div>imported>Raymond Johnson