Study examines professional learning's potential to change how teachers think about student learning

"If there were changes in teachers' speech actions, in what ways, and to what extent, did these changes also result in changes to existing positioning triads in the public, collective space of the professional development?" (p. 579) METHODOLOGY The researchers applied an explanatory s...

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Bibliographic Details
Published inThe learning professional Vol. 38; no. 6; pp. 14 - 17
Main Author Killion, Joellen
Format Journal Article
LanguageEnglish
Published Oxford National Staff Development Council 01.12.2017
Subjects
Age
Data Analysis
Learning
Learning Theories
Mathematics
Mathematics Education
Professional development
Researchers
Speech
Students
Studies
Suburban Schools
Teachers
United States > US
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Summary:"If there were changes in teachers' speech actions, in what ways, and to what extent, did these changes also result in changes to existing positioning triads in the public, collective space of the professional development?" (p. 579) METHODOLOGY The researchers applied an explanatory sequential mixed methods design to answer the research questions. Teachers participated in a professional development course that included a 30-hour summer extended learning experience, monthly meetings, and a follow-up summer session in which teachers engaged in analyzing videos of classroom instruction, student clinical interviews, and student work samples on the equipartitioning learning trajectory. Authors provide some examples of their coding scheme, speech acts, storylines, and positioning triads, yet more would enhance the explanation of each. *AT a glance Professional development on learning trajectories in mathematics has potential for transforming how teachers talk about their students as learners. *THE STUDY Wilson, P., Sztajn, P., Edgington, C., Webb, J., & Myers, M. (2017). In each issue of The Learning Professional, Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes. *WHAT THIS MEANS FOR PRACTITIONERS Researchers used best practices in professional learning as defined by Learning Forward's study Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad (DarlingHammond, Wei, Andree, Richardson, & Orphanos, 2009) to design the professional learning program.
ISSN:2476-194X