Examining instructional practices in Core-Plus lessons: implications for professional development

Arbaugh, Fran; Lannin, John K.; Jones, Dustin L.; Park-Rogers, Meredith

doi:10.1007/s10857-006-9019-3

Cited by 35 publications

(21 citation statements)

References 25 publications

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“…None of the teachers were familiar with lesson study and, following an introductory presentation to both schools, five teachers in Doone and seven in Crannog volunteered to participate in this research 1 . These teachers varied in their qualifications and years of experience (see Table 1) and some identified themselves as out-of-field.…”

Section: Research Methodology and Analysismentioning

confidence: 99%

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Developing mathematics teachers’ pedagogical content knowledge in lesson study

Shúilleabháin

2016

International Journal for Lesson and Learning Studies

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Purpose: This study investigates the development of mathematics teachers' pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of Mathematical Knowledge for Teaching (MKT) (Ball, Thames and Phelps, 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles.Design/methodology/approach: Twelve teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data was generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings: Analysis of teacher dialogue reveals distinct features of Knowledge of Content and Students (KCS) and Knowledge of Content and Teaching (KCT)incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning.Originality: This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of Mathematical Knowledge for Teaching in teacher practice, specifically related to post-primary mathematics teachers.

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Section: Research Methodology and Analysismentioning

confidence: 99%

“…However, in this research teachers chose or developed mathematical activities with regard to the content they were teaching and then adapted these tasks to have meaning and context for their students (Arbaugh et al, 2006). Due to this emphasis on mathematical content, this feature of PCK was therefore shifted from that of KCS to one of KCT.…”

Section: Phasementioning

confidence: 99%

Developing mathematics teachers’ pedagogical content knowledge in lesson study

Shúilleabháin

2016

International Journal for Lesson and Learning Studies

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“…For example, many of what were classed by Slavin et al as NSF-funded mathematics curricula have a cooperative learning aspect; had these programmes also been included in the cooperative learning subcategory, its aggregate effect size would have been very much lower. Correspondingly, studies of Standards-based mathematics courses in classroom use have reported weak implementation of the cooperative learning aspect (Arbaugh, Lannin, Jones & Park-Rogers, 2006;Lloyd, 2008) but found that successful implementation of it is strongly associated with student achievement (Schoen, Cebulla, Finn & Fi, 2003). Equally, the relevant EPPI systematic reviews conclude that the effectiveness of cooperative learning through small group discussion depends on both teachers and students receiving explicit training in the skills associated with sustaining discussion and developing arguments (Bennett, Hogarth, Lubben, Campbell & Robinson, 2010).…”

Section: Slavin Et Al Best-evidence Synthesis Of the Effectiveness Omentioning

confidence: 99%

Using International Study Series and Meta-Analytic Research Syntheses to Scope Pedagogical Development Aimed at Improving Student Attitude and Achievement in School Mathematics and Science

Ruthven

2010

Int J of Sci and Math Educ

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Taking lower-secondary schooling within the English educational system as an example, this paper illustrates the contribution of two bodies of international scholarship to the scoping of research-based pedagogical development aimed at improving student attitude and achievement in science and mathematics. After sketching the English context of systemic reform, the paper uses findings from the Trends in International Mathematics and Science Study (TIMSS) series to illuminate changes in performance, analysed within a framework of cross-system and between-subject comparison. Contrary to the optimistic picture from national assessment, the TIMSS findings suggest that systemic reform has produced fundamental gains only in student achievement in mathematics, and serious declines in student attitude towards both mathematics and science. Prompted by more favourable patterns elsewhere, the paper then triangulates the findings of recent meta-analytic research syntheses to identify promising lines of pedagogical development. Despite important differences in the conceptual frameworks and analytic methods of these syntheses, reasonably robust conclusions can be drawn about the effectiveness of four teaching components: domain-specific inquiry for student achievement in both subjects, student attitude in science, and learning processes in mathematics; cooperative group work for learning and attitude in science; contextual orientation for achievement in science; and active teaching for achievement in mathematics. Equally, discrepancies between findings or insufficiencies of evidence highlight a number of impacts particularly deserving deeper analysis or further investigation: cooperative group work on achievement outcomes, differing forms of learning assessment on both attitude and achievement outcomes, contextual orientation on outcomes in mathematics, and active teaching on outcomes in science.

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“…Attempts to bring about genuine change in teachers' practice can meet considerable resistance (Wilson et al, 2005). As Arbaugh et al (2006) found, the introduction of (new) teaching materials (such as textbooks) with a view to implementing change may have limited impact, as many teachers are able to tolerate incongruence between their materials and their mathematics teaching beliefs. In this study, we explore how teachers' understanding of practice (their own and others') can be enhanced through collaborative analysis of video recordings of mathematics lessons.…”

Section: Introductionmentioning

confidence: 99%

The development of teachers’ expertise through their analysis of good practice in the mathematics classroom

Carrillo

Climent

2011

ZDM Mathematics Education

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This paper describes a study into the development of teachers' expertise, conceptualised as enhanced understanding of practice. This enhancement is detected through various indicators of the teachers' awareness of the complexity of the learning-teaching process, including purposes, beliefs, subject content, and connections between theory and practice. The study is guided by the search for evidence that discussion of what constitutes good teaching leads to a more complex understanding of practice. It starts with a description of the collaborative analysis of a mathematics lesson by a group of teachers, guided by exploring notions of good practice. From this analysis, the researchers extract evidence of improvements in understanding practice on the part of the teachers, in terms of the above indicators. We conclude that the process of characterising good practice in relation to actual samples of teaching can promote the development of teaching expertise. We also note that, in order to analyse practice, teachers require accessible theoretical tools, which allow reflection to go beyond the specifics of a particular lesson.

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Examining instructional practices in Core-Plus lessons: implications for professional development

Cited by 35 publications

References 25 publications

Developing mathematics teachers’ pedagogical content knowledge in lesson study

Developing mathematics teachers’ pedagogical content knowledge in lesson study

Using International Study Series and Meta-Analytic Research Syntheses to Scope Pedagogical Development Aimed at Improving Student Attitude and Achievement in School Mathematics and Science

The development of teachers’ expertise through their analysis of good practice in the mathematics classroom

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