Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All (2012 NCTM Yearbook)

Contents

Preface

I. Frameworks for Professional Collaborations: Which Components of Collaborations Matter Most?

1. Improving Mathematics Achievement: The Power of Professional Learning Communities Robert Eaker, Middle Tennessee State University, Murfreesboro, Tennessee Janel Keating, White River School District, Buckley, Washington
2. We're a Learning Community! Now What? Alan Blankstein, The HOPE Foundation, Bloomington, Indiana
3. Closing the Achievement Gap: Systemic Collaboration for Equity in Mathematics George Ashline, Saint Michael's College, Colchester, Vermont Marny Frantz, Vermont Mathematics Partnership, Westford, Vermont Kendra Gorton, Milton Elementary School, Milton, Vermont Sandra Hepp, Milton Elementary School, Milton, Vermont Stephanie Ratmeyer, The Vermont Institutes/Vermont Mathematics, Montpelier, Vermont

II. Students and Student Learning: How Does a Focus on Student Learning Impact Mathematics Teaching and Learning?

4. Centering the Teaching of Mathematics on Urban Youth: Learning Together About Our Students and Their Communities Laurie H. Rubel, Brooklyn College of the City University of New York, New York, New York
5. An Urban Partnership Rooted in Putting Principles of a Formative Assessment System Into Practice DeAnn Huinker, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin Henry Kranendonk, Milwaukee Public Schools (retired), Milwaukee, Wisconsin Janis Freckmann, Milwaukee Public Schools (retired), Milwaukee, Wisconsin
6. Adapting Instruction for Latina/o Students: A Collaborative Experience Between Teachers and Researchers José María Menéndez, Pima Community College, Tuscon, Arizona Laura Kondek McLeman, University of Michigan-Flint, Flint, Michigan Sandra I. Musanti, University of Texas at Brownsville, Brownsville, Texas Barbara Trujillo, Albuquerque, New Mexico Leslie H. Kahn, Tuscon, Arizona
7. The School-Based Teacher Learners-to-Leaders Project: Learning From an Authentic Problem of Practice Jon Rahn Manon, University of Delaware, Newark, Delaware Janice McCarthy, Red Clay Consolidated School District, Wilmington, Delaware

III. Teachers and Teacher Learning: What Practices Engage Teachers in Ways That Support Their Continued Learning?

8. The Importance of Collaboration to New Teacher Development: Two Central Features of an Induction Fellowship Rachael Eriksen Brown, Knowles Science Teaching Foundation, Moorestown, New Jersey Jenne M. Vissa, Knowles Science Teaching Foundation, Moorestown, New Jersey Jennifer L. Mossgrove, Knowles Science Teaching Foundation, Moorestown, New Jersey
9. Building a School-University Collaboration: A Search for Common Ground Margaret S. Smith, University of Pittsburgh, Pittsburgh, Pennsylvania Jennifer L. Cartier, University of Pittsburgh, Pittsburgh, Pennsylvania Samuel L. Eskelson, University of Pittsburgh, Pittsburgh, Pennsylvania Miray Tekkumru-Kisa, University of Pittsburgh, Pittsburgh, Pennsylvania
10. Working With, Supporting, and Empowering Mathematics Teaching Professionals: A Model of Effective Leadership Michelle Cirillo, University of Delaware, Newark, Delaware Tammie Cass, Nodaway Valley Middle School, Fontanelle, Iowa Darin Dowling, McCombs Middle School, Des Moines, Iowa Jean Krusi, Ames Middle School, Ames, Iowa Lana Lyddon Hatten, Central Academy, Des Moines, Iowa Jeff Marks, Roosevelt High School, Des Moines, Iowa Angie Shindelar, Des Moines Public Schools, Des Moines, Iowa

IV. Teacher Leaders and Coaches: How Can We Develop Teachers Into Leaders Within and Across Schools?

11. Coaching and Elementary Mathematics Specialists: Findings From Research Patricia F. Campbell, University of Maryland, College Park, Maryland
12. Using Instructional Coaching: Customized Professional Development in an Integrated High School Mathematics Program Erin Elizabeth Krupa, Montclair State University, Montclair, New Jersey Jere Confrey, North Carolina State University, Raleigh, North Carolina
13. The Role of Communities of Practice in Developing Teacher Leadership Antonia Cameron, Metamorphosis Teacher Learning Communities, New York, New York Frances Blanchette, Public School 24, Brooklyn, New York Glenda Francis, The Graduate Center - CUNY, New York, New York Christina Fuentes, Public School 24, Brooklyn, New York Mayra Rivera-Deliz, Public School 24, Brooklyn, New York

V. Working With Multiple Partners: How Can Professionals From Different Settings and Roles Work Together to Benefit All?

14. Collaborative Problem Solving as a Basis for a Professional Learning Community: Four Perspectives on Collaboration in the BIFOCAL Project Edward Silver, University of Michigan, Ann Arbor, Michigan Valerie Mills, Oakland Schools, Waterford, Michigan Dana Gosen, Oakland Schools, Waterford, Michigan Geraldine Devine, Oakland Schools, Waterford, Michigan
15. Sustaining Effective Professional Development School Relationships Jackie Menser, Randolph Middle School, Charlotte, North Carolina Adam Harbaugh, University of North Carolina at Charlotte, Charlotte, North Carolina Claudia Cox, Randolph Middle School, Charlotte, North Carolina David K. Pugalee, University of North Carolina at Charlotte, Charlotte, North Carolina
16. Teachers Learning Through Collaboration: Challenges and Impacts of an Inter-Institutional Project Jacqueline Coomes, Eastern Washington University, Cheney, Washington Janet Hart Frost, Washington State University Spokane, Spokane, Washington Kristine Lindeblad, Washington State University Spokane, Spokane, Washington
17. Voices of Mathematicians and Mathematics Teacher Educators Co-Teaching Prospective Secondary Teachers Denisse R. Thompson, University of South Florida, Tampa, Florida Catherine Beneteau, University of South Florida, Tampa, Florida Gladis Kersaint, University of South Florida, Tampa, Florida Sarah K. Bleiler, University of South Florida, Tampa, Florida

VI. Going to Scale: How Can Collaborations Support Large Numbers of Students, Teachers, and Schools?

18. Learning to Use Student Thinking: Development and Spread of "Re-Engagement" Strategies Through Lesson Study Catherine Lewis, Mills College, Oakland, California Rebecca Perry, Mills College, Oakland, California Shelley Friedkin, Mills College, Oakland, California Linda Fisher, Silicon Valley Mathematics Initiative, Morgan Hill, California Jacob Disston, Willard Middle School, Berkeley, California David Foster, Silicon Valley Mathematics Initiative, Morgan Hill, California
19. Negotiating Cultural Meanings: A Large-Scale Collaboration Among Mathematicians, Mathematics Teacher Educators, and Teachers Gladis Kersaint, University of South Florida, Tampa, Florida Sandra Berger, University of South Florida, Tampa, Florida
20. Powerful Pedagogical Practices Program: Creating a Catalyst for Moving to a Problem-Based Curriculum Jamila Q. Riser, Delaware Mathematics Coalition, Dover, Delaware

VII. Sustaining Professional Collaborations: What Must Be in Place to Sustain the Energy and Gains Within a Professional Collaboration?

21. Establishing and Maintaining Collaboration: Factors Related to the Sustainability of Lesson Study Randall Groth, Salisbury University, Salisbury, Maryland
22. Building and Sustaining Professional Collaborations: Using Japanese Lesson Study to Improve the Teaching and Learning of Mathematics Joan Moss, Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario Richard Messina, Institute of Child Study Laboratory School, Toronto, Ontario Elizabeth Morley, Institute of Child Study Laboratory School, Toronto, Ontario Diane Tepylo, Ontario Institute for Studies in Education/University of Toronto, Toronto, Ontario

Cite

APA 7

Bay-Williams, J. M., & Speer, W. R. (Eds.). (2012). Professional collaborations in mathematics teaching and learning: Seeking success for all. National Council of Teachers of Mathematics