Distinguishing Models of Professional Development

Koellner, Karen; Jacobs, Jennifer

doi:10.1177/0022487114549599

Cited by 115 publications

(35 citation statements)

References 39 publications

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“…The quality of teaching and learning cannot be determined solely with checklists or student grades-contexts matter (e.g., Smith 2012), as do issues of equity (e.g., Gutiérrez and Gutiérrez 2012). Teachers' instructional practices are directly linked with student outcomes in a wide variety of research studies (e.g., Allen et al 2011;Blazar 2015;Bressoud and Rasmussen 2015;Freeman et al 2014;Kersting et al 2012;Koellner and Jacobs 2015;Rasmussen et al 2014). Although the connections between teaching and learning are not disputed, the improvement of undergraduate student outcomes via improved instructional practices is not as clearly understood (Ellis et al 2016b).…”

Section: Classroom Observations and Student Learningmentioning

confidence: 99%

Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study

Rogers

Petrulis²,

Yee

et al. 2019

Int. J. Res. Undergrad. Math. Ed.

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This paper presents the development and validation of the 17-item mathematics Graduate Student Instructor Observation Protocol (GSIOP) at two universities. The development of this instrument attended to some unique needs of novice undergraduate mathematics instructors while building on an existing instrument that focused on classroom interactions particularly relevant for students' development of conceptual understanding, called the Mathematical Classroom Observation Protocol for Practices (MCOP 2). Instrument validation involved content input from mathematics education researchers and upper-level mathematics graduate student instructors at two universities, internal consistency analysis, interrater reliability analysis, and structure analyses via scree plot analysis and exploratory factor analysis. A Cronbach-Alpha level of 0.868 illustrated a viable level for internal consistency. Crosstabulation and correlations illustrate high level of interrater reliability for all but one item, and high levels across all subsections. Collaborating a scree plot with the exploratory factor analysis illustrated three critical groupings aligning with the factors from the MCOP 2 (student engagement and teacher facilitation) while adding a third factor, lesson design practices. Taken collectively, these results indicate that the GSIOP measures the degree to which instructors' and students' actions in undergraduate mathematics classrooms align with practices recommended by the Mathematical Association of America (MAA) using a three-factor structure of teacher facilitation, student engagement, and design practices.

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Section: Classroom Observations and Student Learningmentioning

confidence: 99%

Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study

Rogers

Petrulis²,

Yee

et al. 2019

Int. J. Res. Undergrad. Math. Ed.

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“…Understanding which training methods work best for CBE faculty located at a distance from the campus is critical. Koellner and Jacobs (2015) suggest faculty professional development should occur on a continuum, as flexibility in training allows them to meet their learning needs while reducing barriers to learning and goal accomplishment.…”

Section: B Rief Liter Ature Re Vie W 21 | Faculty Developmentmentioning

confidence: 99%

Understanding faculty training in competency‐based curriculum development

Echols

Neely

Dusick

2018

J of Competency-Based Ed

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Background Competency‐based (CBE) programs have increased significantly over the past decade in response to a changing higher education environment. This dramatic increase in CBE programs has been supported by faculty tasked with developing curriculum composed of competency statements, assessment strategies, and learning content. Yet, little is known about the types of training and support provided to faculty and faculty‐perceived levels of competence in CBE curriculum development. Methods This study used a convenience sample to gather survey data from 70 faculty members who had developed CBE curriculum. Participants provided information on the CBE components developed, types of training received, and hours spent in training. Each faculty member also identified his or her perceived level of competence in content development, assessment development, collaboration skills, technical skills, and communication skills. A correlation analysis was used to compare training histories with perceived levels of competence in the five skill areas identified. Findings Results suggest that the type of training a faculty member receives affects his or her perceived levels of confidence in CBE curriculum development skills. A significant relationship between total hours of training and level of competence was indicated with four types of training: one‐on‐one training with an expert, webinars, phone conferences, and self‐study. Conclusion The most important conclusion is the result of the final hypothesis: there is a significant positive relationship between motivating students (faculty) to engage and level of competence. Both student (faculty) retention and success are related to higher levels of engagement (Tools for teaching, 2nd ed. San Francisco, CA: John Wiley & Sons, Inc; 2009).

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“…Rather than align with one PD model, Koellner and Jacobs (2015) proposed a continuum that may be a better organizational fit, with training and educative elements on opposite ends of the spectrum. This continuum aligns well with Duffy's (2004) description of both models of PD.…”

Section: Continuum Modelmentioning

confidence: 99%

“…Koellner and Jacobs noted that adaptive PD continua support teacher learning and instructional change through flexible opportunities that incorporate various elements to meet participants' needs. Koellner and Jacobs (2015) used communitybased, active learning approaches, such as lesson study and video clubs, to firmly situate PD within participants' instructional context. The researchers created a cyclical, sustained problem-solving model that enabled teachers to engage in collaborative learning and inquiry leading to changes in content and pedagogical knowledge.…”

Section: Continuum Modelmentioning

confidence: 99%