Franke, Carpenter, Levi, & Fennema (2001)

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Capturing Teachers' Generative Change: A Follow-Up Study of Professional Development in Mathematics

The article Capturing Teachers' Generative Change: A Follow-Up Study of Professional Development in Mathematics was written by Megan Franke, Thomas Carpenter, Linda Levi, and Elizabeth Fennema and published in the American Educational Research Journal in 2001. The article is available from SAGE Publications at http://aer.sagepub.com/content/38/3/653.

Abstract

This study documents how teachers who participated in a professional development program on understanding the development of students' mathematical thinking continued to implement the principles of the program 4 years after it ended. Twenty-two teachers participated in follow-up interviews and classroom observations. All 22 teachers maintained some use of children's thinking and 10 teachers continued learning in noticeable ways. The 10 teachers engaged in generative growth (a) viewed children's thinking as central, (b) possessed detailed knowledge about children's thinking, (c) discussed frameworks for characterizing the development of children's mathematical thinking, (d) perceived themselves as creating and elaborating their own knowledge about children's thinking, and (e) sought colleagues who also possessed knowledge about children's thinking for support. The follow-up revealed insights about generative growth, sustainability of changed practice and professional development.

Outline of Headings

  • Learning with Understanding
  • Focusing on Understanding Children's Thinking
  • Background
    • Cognitively Guided Instruction
    • Research on Sustainable Change
      • CGI longitudinal study
  • Methods
    • Participants
    • Procedures
      • Observations
      • Interviews
    • Analyses
      • Levels of teacher development
      • Characterizing change
      • Case exemplars
      • Support
  • Results
    • Overall teacher change
    • Characteristics of Self-Sustaining Generative Change
    • Children's Mathematical Thinking as Central
    • Frameworks
    • Specifics of Student Thinking
    • Coming to Know
    • Integrating Characteristics of Generative Change
    • Ms. Sullivan
      • Using knowledge of student thinking
      • Classroom interaction
    • Ms. Carroll
      • Ms. Carroll's perspective of her own change
      • Specificity of change
      • Classroom interaction
    • Summary of the Cases
    • Support for Change
    • Summary
  • Discussion
    • Generativity
    • Sustaining Practice
    • Learning with Understanding
    • Generative Change in the Context of Collaboration
    • Professional Development
  • Conclusion

Also

APA

Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers' generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653–689. doi:10.3102/00028312038003653

BibTeX

@article{Franke2001,
author = {Franke, Megan Loef and Carpenter, Thomas P. and Levi, Linda and Fennema, Elizabeth},
doi = {10.3102/00028312038003653},
journal = {American Educational Research Journal},
number = {3},
pages = {653--689},
title = {{Capturing teachers' generative change: A follow-up study of professional development in mathematics}},
url = {http://aer.sagepub.com/content/38/3/653},
volume = {38},
year = {2001}
}