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

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Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All was published by the National Council of Teachers of Mathematics in 2012 as their 74th Yearbook. This yearbook was edited by Jennifer M. Bay-Williams (University of Louisville), who led an editorial panel consisting of Antonia Cameron (co-director of the Mathematics in the City Project at City College of the City University of New York), Florence Glanfield (University of Alberta), Richard S. Kitchen (University of New Mexico), David K. Pugalee (University of North Carolina at Charlotte), and Amy Roth McDuffie (Washington State University-Tri-Cities). William R. Speer (University of Nevada, Las Vegas) served as the general yearbook editor, a position he held for 2011-2013.

In the preface, Speer explained that the goal of the 2012 Yearbook was to "structure a Yearbook that would open the door to understanding the concepts underlying successful collaborations, to establish the principles that lead to success, and to search for patterns of design and structure that offer state-of-the-art thought and direction both to those making a first attempt at collaboration and to those revising an earlier effort." (p. ix).

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?

  1. 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
  2. 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
  3. 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
  4. 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?

  1. 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
  2. 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
  3. 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?

  1. Coaching and Elementary Mathematics Specialists: Findings From Research
    Patricia F. Campbell, University of Maryland, College Park, Maryland
  2. 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
  3. 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?

  1. 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
  2. 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
  3. 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
  4. 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?

  1. 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
  2. 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
  3. 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?

  1. Establishing and Maintaining Collaboration: Factors Related to the Sustainability of Lesson Study
    Randall Groth, Salisbury University, Salisbury, Maryland
  2. 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

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