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  • Horn (2008)
    {{Title|Adaptive Professional Development: A Pedagogy for Inservice Teacher Education}} The paper ''Adaptive Professional Development: A Pedagogy for Inservice Teacher Education'' is an unpublished manuscript
    247 bytes (29 words) - 04:33, 4 November 2013
  • Marrongelle, Sztajn, & Smith (2013)
    {{Title|Scaling Up Professional Development in an Era of Common State Standards}} ...le to other disciplines. As such, we discuss implications for professional development more broadly.
    2 KB (201 words) - 01:32, 6 May 2015
  • Hodges & Cady (2013)
    {{Title|Blended-Format Professional Development and the Emergence of Communities of Practice}} The article ''Blended-Format Professional Development and the Emergence of Communities of Practice'' was written by [[Thomas Hodg
    3 KB (363 words) - 05:35, 1 November 2013
  • Swan (2007)
    {{Title|The Impact of Task-Based Professional Development on Teachers' Practices and Beliefs: A Design Research Study}} ...basis for the design of the tasks, the tasks themselves and a professional development programme in which they were used by teachers drawn from 44 colleges. Teach
    2 KB (258 words) - 02:24, 6 May 2015
  • Malcolm Swan
    ...[[Swan, Pead, Doorman, & Mooldijk (2013)|Designing and using professional development resources for inquiry-based learning]]. ''[[ZDM]]'', 45(7), 945–957. doi: ...wan|Swan, M.]] (2007). [[Swan (2007)|The impact of task-based professional development on teachers' practices and beliefs: A design research study]]. ''[[Journal
    626 bytes (75 words) - 02:20, 6 May 2015
  • Swan, Pead, Doorman, & Mooldijk (2013)
    {{Title|Designing and Using Professional Development Resources for Inquiry-Based Learning}} ...implementation of inquiry-based learning (IBL). We describe the iterative development of the resources in England with over 100 mathematics teachers from seconda
    2 KB (243 words) - 02:19, 6 May 2015
  • Ferrini-Mundy, Burrill, & Schmidt (2007)
    ...ty for Implementing Curricular Coherence: Mathematics Teacher Professional Development Tasks}} ...ty for implementing curricular coherence: Mathematics teacher professional development tasks. ''Journal of Mathematics Teacher Education'', 10(4-6), 311–324. ht
    2 KB (265 words) - 01:45, 23 May 2015
  • Boston (2013)
    ...ary Mathematics Teachers' Knowledge to Their Experiences in a Professional Development Workshop}} ...sks and videotaped discussions and written artifacts from the professional development sessions. A mixed methods approach was used to identify connections between
    3 KB (390 words) - 04:58, 5 May 2015
  • Elliott et al. (2009)
    ...tle|Conceptualizing the Work of Leading Mathematical Tasks in Professional Development}} ...d employ practices for orchestrating discussions to achieve the purposeful development of teachers' specialized knowledge of mathematics for teaching.
    3 KB (418 words) - 20:33, 29 May 2021
  • Taylor (2011)
    {{Title|Supporting Children's Mathematical Understanding: Professional Development Focused on Out-of-School Practices}} ...ment Framework is presented both as a tool to support further professional development efforts and as a means to describe stability and change in teachers' effort
    3 KB (380 words) - 06:49, 16 August 2014
  • Franke, Carpenter, Levi, & Fennema (2001)
    ...e|Capturing Teachers' Generative Change: A Follow-Up Study of Professional Development in Mathematics}} ...''Capturing Teachers' Generative Change: A Follow-Up Study of Professional Development in Mathematics'' was written by [[Megan Franke]], [[Thomas Carpenter]], [[L
    3 KB (397 words) - 18:13, 3 November 2013
  • National Council of Teachers of Mathematics
    ...of Mathematics (NCTM) is the largest [[Category:Professional Organizations|professional organization]] dedicated to the teaching and learning of mathematics. == Meetings and Professional Development ==
    1 KB (116 words) - 23:24, 31 August 2016
  • Professional Development for Teachers of Mathematics (1994 NCTM Yearbook)
    Part 1: Professional Development Issues and Perspectives <li>Professional Development and Teacher Autonomy by Kathryn Castle and Douglas B. Aichele</li>
    4 KB (587 words) - 00:43, 26 June 2021
  • Boston & Smith (2009)
    ...the data indicated that, following their participation in the professional development initiative, project teachers more frequently selected high-level tasks as t ** Transformative Professional Development for Teachers of Mathematics
    4 KB (432 words) - 04:12, 5 December 2013
  • Boston & Smith (2011)
    {{Title|A 'Task-Centric Approach' to Professional Development: Enhancing and Sustaining Mathematics Teachers' Ability to Implement Cognit ...e points in time: before and after their participation in the professional development initiative and during a follow-up data collection 2 years later. Data inclu
    3 KB (355 words) - 20:31, 29 May 2021
  • Jacobs, Lamb, & Philipp (2010)
    {{Title|Professional Noticing of Children's Mathematical Thinking}} The construct professional noticing of children's mathematical thinking is introduced as a way to begi
    4 KB (485 words) - 17:22, 3 May 2015
  • Van Es & Sherin (2010)
    This article examines a model of professional development called "video clubs" in which teachers watch and discuss excerpts of videos ...eaching,Professional development,Teacher learning,Video-based professional development},
    2 KB (304 words) - 02:03, 6 May 2015
  • Johnson, Severance, Penuel, & Leary (2016)
    ...in the moment and retrospectively, the need for designers of professional development focused on standards implementation to be adaptive and willing to evolve ac [[Category:Professional Development]]
    3 KB (362 words) - 18:12, 27 March 2016
  • Collopy (2003)
    {{Title|Curriculum Materials as a Professional Development Tool: How a Mathematics Textbook Affected Two Teachers' Learning}} ...lyses indicated that curriculum materials can be an effective professional development tool, but perhaps not for all teachers. 1 teacher's instructional focus and
    3 KB (364 words) - 05:50, 31 March 2014
  • Wilson, Sztajn, Edgington, & Confrey (2013)
    ...nowledge for teaching. We conclude with considerations for researchers and professional developers seeking to support teachers in learning about learning trajector [[Category:Professional Development]]
    2 KB (309 words) - 05:14, 23 May 2015
  • Amanda Hubbard
    ...i & Hubbard (2008)|New directions for the design and study of professional development: Attending to the coevolution of teachers' participation across contexts]].
    381 bytes (41 words) - 19:29, 3 November 2013
  • JoAnn Cady
    ...Cady|Cady, J.]] (2013). [[Hodges & Cady (2013)|Blended-format professional development and the emergence of communities of practice]]. ''[[Mathematics Education R
    390 bytes (47 words) - 05:52, 1 November 2013
  • Thomas Hodges
    ...Cady|Cady, J.]] (2013). [[Hodges & Cady (2013)|Blended-format professional development and the emergence of communities of practice]]. ''[[Mathematics Education R
    415 bytes (51 words) - 05:52, 1 November 2013
  • Karen Marrongelle
    ...M.]] (2013). [[Marrongelle, Sztajn, & Smith (2013)|Scaling up professional development in an era of common state standards]]. ''[[Journal of Teacher Education]]''
    421 bytes (46 words) - 01:28, 6 May 2015
  • William Schmidt
    ...ty for implementing curricular coherence: Mathematics teacher professional development tasks]]. ''[[Journal of Mathematics Teacher Education]]'', 10(4-6), 311–3
    447 bytes (48 words) - 01:29, 23 May 2015
  • Melissa Boston
    ...ary mathematics teachers' knowledge to their experiences in a professional development workshop]]. ''[[Journal of Mathematics Teacher Education]]'', 16(1), 7–31 ...(2011). [[Boston & Smith (2011)|A "task-centric approach" to professional development: Enhancing and sustaining mathematics teachers' ability to implement cognit
    2 KB (171 words) - 01:10, 6 May 2015
  • Rebekah Elliott
    ...09)|Conceptualizing the work of leading mathematical tasks in professional development]]. ''[[Journal of Teacher Education]]'', 60(4), 364–379. doi:10.1177/0022
    459 bytes (49 words) - 18:13, 3 May 2015
  • Cobb & Jackson (2011) MTED
    * Journal: [[Mathematics Teacher Education and Development]] ...leaders in mathematics, and district leaders' practices in supporting the development of school-level capacity for instructional improvement.
    3 KB (458 words) - 06:59, 16 August 2014
  • Schoenfeld (2004)
    ...pens when a mathematics education researcher gets involved in professional development?]] In M. Niss (Ed.), The 10th [[International Congress on Mathematical Educ
    706 bytes (82 words) - 21:26, 4 November 2013
  • Rachel Collopy
    ...lopy, R.]] (2003). [[Collopy (2003)|Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers' learning]]. ''[[The
    634 bytes (76 words) - 06:00, 31 March 2014
  • Arbaugh & Brown (2005)
    ...way that is non-threatening and at the same time effectively supports the development of teachers' pedagogical content knowledge [Shulman (1986). Educational Res * The Professional Development Experience
    3 KB (400 words) - 20:31, 29 May 2021
  • Elham Kazemi
    ...09)|Conceptualizing the work of leading mathematical tasks in professional development]]. ''[[Journal of Teacher Education]]'', 60(4), 364–379. doi:10.1177/0022 ...i & Hubbard (2008)|New directions for the design and study of professional development: Attending to the coevolution of teachers' participation across contexts]].
    2 KB (230 words) - 19:05, 28 May 2015
  • Edd Taylor
    ...ylor (2011)|Supporting children's mathematical understanding: professional development focused on out-of-school practices]]. ''[[Journal of Mathematics Teacher Ed ...rchasing practice of low-income students: The relationship to mathematical development]]. ''[[Journal of the Learning Sciences]]'', 18(3), 370–415. doi:10.1080/
    1 KB (135 words) - 18:59, 27 March 2016
  • Margaret Smith
    ...M.]] (2013). [[Marrongelle, Sztajn, & Smith (2013)|Scaling up professional development in an era of common state standards]]. ''[[Journal of Teacher Education]]'' ...(2011). [[Boston & Smith (2011)|A "task-centric approach" to professional development: Enhancing and sustaining mathematics teachers' ability to implement cognit
    3 KB (330 words) - 20:27, 25 June 2021
  • Perspectives on the Teaching of Mathematics (2004 NCTM Yearbook)
    ...ulated Algebra Curriculum: Examples from the NCTM Academy for Professional Development by Jennifer M. Bay-Williams, Elizabeth M. Skipper, and Susan K. Eddins</li> <li>The Reflective Teaching Model: A Professional Development Model for In-Service Mathematics Teacher by Lynn C. Hart, Deborah Najee-Ull
    3 KB (465 words) - 14:58, 26 June 2021
  • Taylor (2013)
    ...tern US was examined before and after engagement in a form of professional development focused on more purposeful and flexible curriculum use. A multiple case stu ** The Professional Development Course
    4 KB (579 words) - 19:21, 21 January 2014
  • Cobb, Dean, & Zhao (2006)
    [[Category:Professional Development]]
    821 bytes (103 words) - 02:46, 4 November 2013
  • Linda Levi
    ...)|Capturing teachers’ generative change: A follow-up study of professional development in mathematics]]. American Educational Research Journal, 38(3), 653–689.
    872 bytes (98 words) - 21:40, 30 November 2012
  • Paola Sztajn
    ...M.]] (2013). [[Marrongelle, Sztajn, & Smith (2013)|Scaling up professional development in an era of common state standards]]. ''[[Journal of Teacher Education]]''
    1 KB (134 words) - 05:32, 23 May 2015
  • Marjorie Henningsen
    ...nting standards-based mathematics instruction: A casebook for professional development]] (2nd ed., p. 182). New York, NY: Teachers College Press.
    1 KB (123 words) - 04:09, 21 October 2013
  • Jere Confrey
    ...-Williams|J. M. Bay-Williams]] & [[William Speer|W. R. Speer]] (Eds.), ''[[Professional collaborations in mathematics teaching and learning: Seeking success for al ...5). [[Confrey & Smith (1995)|Splitting, covariation, and their role in the development of exponential functions]]. ''[[Journal for Research in Mathematics Educati
    3 KB (404 words) - 06:07, 23 May 2015
  • Joan Ferrini-Mundy
    ...ty for implementing curricular coherence: Mathematics teacher professional development tasks]]. ''[[Journal of Mathematics Teacher Education]]'', 10(4-6), 311–3
    1 KB (135 words) - 01:28, 23 May 2015
  • Davis, Choppin, Roth McDuffie, & Drake (2013)
    * Institution: The Warner Center for Professional Development and Education Reform, Warner School of Education, University of Rochester
    1 KB (150 words) - 05:29, 25 November 2013
  • Main Page
    More by type: [[:Category:Professional Organizations|Professional Organizations]] &middot; [[:Category:Conferences|Conferences]] * ''[[Boaler (2002) FLM|The Development of Disciplinary Relationships: Knowledge, Practice and Identity in Mathemat
    5 KB (572 words) - 17:01, 4 June 2021
  • Horn (2010)
    ...ons can support teachers' informal learning, supporting the development of professional communities. * Discussion: Conversational Resources for Professional Learning
    5 KB (636 words) - 04:21, 1 November 2013
  • Boston & Wilhelm (2015)
    ...ran teachers, long-term use of Standards-based curricula, and professional development initiatives.
    2 KB (209 words) - 01:15, 6 May 2015
  • Making Sense of Fractions, Ratios, and Proportions (2002 NCTM Yearbook)
    <li>The Development of Students' Knowledge of Fractions and Ratios by [[John Smith III|John P. <li>Children's Development of Meaningful Fraction Algorithms: A Kid's Cookies and a Puppy's Pills by J
    3 KB (477 words) - 19:06, 26 June 2021
  • Amy Roth McDuffie
    ...tics teachers’ use of curricular reasoning in a collaborative professional development project]]. In [[Janine Remillard|J. T. Remillard]], [[Beth Herbel-Eisenmann
    2 KB (197 words) - 20:30, 25 June 2021
  • Cognitively Guided Instruction
    ...udents employ while working on addition and subtraction word problems. The development of CGI and research concerning it was influential for the way it integrated ...addition and subtraction word problems. Their aim was to investigate "the development of children's abilities to solve verbal addition and subtraction problems a
    8 KB (1,110 words) - 01:49, 5 July 2015
  • Boston (2012)
    ...le school teachers in a mid-sized urban district, following a professional development initiative and the adoption of standards-based mathematics curricula. The I
    2 KB (232 words) - 18:50, 26 November 2013

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