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

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Contents

Preface

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

  1. Improving Mathematics Achievement: The Power of Professional Learning Communities by Robert Eaker (Middle Tennessee State University, Murfreesboro, Tennessee) and Janel Keating (White River School District, Buckley, Washington)
  2. We're a Learning Community! Now What? by Alan Blankstein (The HOPE Foundation, Bloomington, Indiana)
  3. Closing the Achievement Gap: Systemic Collaboration for Equity in Mathematics by 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), and 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?

  1. Centering the Teaching of Mathematics on Urban Youth: Learning Together About Our Students and Their Communities by Laurie H. Rubel (Brooklyn College of the City University of New York, New York, New York)
  2. An Urban Partnership Rooted in Putting Principles of a Formative Assessment System Into Practice by DeAnn Huinker (University of Wisconsin-Milwaukee, Milwaukee, Wisconsin), Henry Kranendonk (Milwaukee Public Schools (retired), Milwaukee, Wisconsin), and Janis Freckmann (Milwaukee Public Schools (retired), Milwaukee, Wisconsin)
  3. Adapting Instruction for Latina/o Students: A Collaborative Experience Between Teachers and Researchers by 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), and Leslie H. Kahn (Tuscon, Arizona)
  4. The School-Based Teacher Learners-to-Leaders Project: Learning From an Authentic Problem of Practice by Jon Rahn Manon (University of Delaware, Newark, Delaware) and 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?

  1. The Importance of Collaboration to New Teacher Development: Two Central Features of an Induction Fellowship by Rachael Eriksen Brown (Knowles Science Teaching Foundation, Moorestown, New Jersey), Jenne M. Vissa (Knowles Science Teaching Foundation, Moorestown, New Jersey), and Jennifer L. Mossgrove (Knowles Science Teaching Foundation, Moorestown, New Jersey)
  2. Building a School-University Collaboration: A Search for Common Ground by Margaret S. Smith (University of Pittsburgh, Pittsburgh, Pennsylvania), Jennifer L. Cartier (University of Pittsburgh, Pittsburgh, Pennsylvania), Samuel L. Eskelson (University of Pittsburgh, Pittsburgh, Pennsylvania), and Miray Tekkumru-Kisa (University of Pittsburgh, Pittsburgh, Pennsylvania)
  3. Working With, Supporting, and Empowering Mathematics Teaching Professionals: A Model of Effective Leadership by 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), and 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?

  1. Coaching and Elementary Mathematics Specialists: Findings From Research by Patricia F. Campbell (University of Maryland, College Park, Maryland)
  2. Using Instructional Coaching: Customized Professional Development in an Integrated High School Mathematics Program by Erin Elizabeth Krupa (Montclair State University, Montclair, New Jersey) and Jere Confrey (North Carolina State University, Raleigh, North Carolina)
  3. The Role of Communities of Practice in Developing Teacher Leadership by 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), and 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?

  1. Collaborative Problem Solving as a Basis for a Professional Learning Community: Four Perspectives on Collaboration in the BIFOCAL Project by Edward Silver (University of Michigan, Ann Arbor, Michigan), Valerie Mills (Oakland Schools, Waterford, Michigan), Dana Gosen (Oakland Schools, Waterford, Michigan), and Geraldine Devine (Oakland Schools, Waterford, Michigan)
  2. Sustaining Effective Professional Development School Relationships by 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), and David K. Pugalee (University of North Carolina at Charlotte, Charlotte, North Carolina)
  3. Teachers Learning Through Collaboration: Challenges and Impacts of an Inter-Institutional Project by Jacqueline Coomes (Eastern Washington University, Cheney, Washington), Janet Hart Frost (Washington State University Spokane, Spokane, Washington), and Kristine Lindeblad (Washington State University Spokane, Spokane, Washington)
  4. Voices of Mathematicians and Mathematics Teacher Educators Co-Teaching Prospective Secondary Teachers by 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), and Sarah K. Bleiler (University of South Florida, Tampa, Florida)

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

  1. Learning to Use Student Thinking: Development and Spread of "Re-Engagement" Strategies Through Lesson Study by 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), and David Foster (Silicon Valley Mathematics Initiative, Morgan Hill, California)
  2. Negotiating Cultural Meanings: A Large-Scale Collaboration Among Mathematicians, Mathematics Teacher Educators, and Teachers by Gladis Kersaint (University of South Florida, Tampa, Florida) and Sandra Berger (University of South Florida, Tampa, Florida)
  3. Powerful Pedagogical Practices Program: Creating a Catalyst for Moving to a Problem-Based Curriculum by 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?

  1. Establishing and Maintaining Collaboration: Factors Related to the Sustainability of Lesson Study by Randall Groth (Salisbury University, Salisbury, Maryland)
  2. Building and Sustaining Professional Collaborations: Using Japanese Lesson Study to Improve the Teaching and Learning of Mathematics by 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

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