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- 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
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- {{Title|Adaptive Professional Development: A Pedagogy for Inservice Teacher Education}} The paper ''Adaptive Professional Development: A Pedagogy for Inservice Teacher Education'' is an unpublished manuscript247 bytes (29 words) - 04:33, 4 November 2013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
- {{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 Hodg3 KB (363 words) - 05:35, 1 November 2013
- {{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. Teach2 KB (258 words) - 02:24, 6 May 2015
- ...[[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]]. ''[[Journal626 bytes (75 words) - 02:20, 6 May 2015
- {{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 seconda2 KB (243 words) - 02:19, 6 May 2015
- ...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. ht2 KB (265 words) - 01:45, 23 May 2015
- ...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 between3 KB (390 words) - 04:58, 5 May 2015
- ...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
- {{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' effort3 KB (380 words) - 06:49, 16 August 2014
- ...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]], [[L3 KB (397 words) - 18:13, 3 November 2013
- ...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
- 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
- ...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 Mathematics4 KB (432 words) - 04:12, 5 December 2013
- {{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 inclu3 KB (355 words) - 20:31, 29 May 2021
- {{Title|Professional Noticing of Children's Mathematical Thinking}} The construct professional noticing of children's mathematical thinking is introduced as a way to begi4 KB (485 words) - 17:22, 3 May 2015
- 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
- ...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
- {{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 and3 KB (364 words) - 05:50, 31 March 2014
- ...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