Online communities of teachers to support situational knowledge: A design-based study

Kelly, Nick; Russell, Nicholas; Kickbusch, Steven; Barros, Alistair; Dawes, Les; Rasmussen, Richard Skøtt

doi:10.14742/ajet.3867

Cited by 13 publications

(4 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many professional learning approaches may not serve in a sustainable way to change teaching practice to teachers in any longterm change process (Bobis et al, 2020;Bui et al, 2020;Kelly et al, 2018). An important consideration in engaging teacher in collaborative co-development processes is a regime that engages iterative learning and feedback, and which opens the way for use of a variety of approaches and different world views and assumptions.…”

Section: A Way Forward: the Design-based Implementation Research (Dbir) Approachmentioning

confidence: 99%

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

Marks¹,

Woolcott²,

Markopoulos³

2021

INT ELECT J MATH ED

View full text Add to dashboard Cite

This article outlines an approach to bridging the gap between the theory and practice of differentiated instruction. Differentiated instruction has long been suggested as a pedagogical approach to cater for student individuality and diversity, particularly in mixed-ability classrooms. Although the theory of differentiated instruction has been applied widely, such instruction has not been taken up widely in teaching practice. The first part of the article explores the relationship of theory and practice of differentiated instruction in relation to pedagogical content knowledge, teacher efficacy, formative assessment, teacher confidence and competence and professional learning. This exploration uses exemplar cases from mathematics teaching to pave the way for an outline, in the second part of the article, of how differentiated instruction could be implemented for the mixed-ability groupings increasingly engaged in the Australian secondary mathematics classroom. A protype practice framework for teachers is presented as part of a project being conducted in regional Australia, with the overall aim of assisting teachers in developing and implementing strategies for differentiated instruction in secondary mathematics classrooms.

show abstract

Section: A Way Forward: the Design-based Implementation Research (Dbir) Approachmentioning

confidence: 99%

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

Marks¹,

Woolcott²,

Markopoulos³

2021

INT ELECT J MATH ED

View full text Add to dashboard Cite

show abstract

“…This review adopts the conceptual framework used by Lantz-Andersson et al (2018), with a distinction between formal and informal groups of teachers. Formal groups of teachers are those that have been organised from the 'top-down', by institutions such as universities, governments, companies or schools seeking to create an online community (e.g., Whitehouse, 2011;Vuorikari et al, 2015;Mercieca & Kelly, 2018); while the latter is organised from the 'bottom-up', typically created by individual teachers to meet an already existing need (Ranieri et al, 2012;Kabilan, 2016;Macià & García, 2016;Prestridge, 2017;Kelly et al, 2018;Tucker, 2019).…”

Section: Conceptualising Teachers In Snssmentioning

confidence: 99%

Studying teachers in social network sites: a review of methods

Kelly

Mercieca

2021

Review of Education

Self Cite

View full text Add to dashboard Cite

Social network sites are being widely used by teachers, and this phenomenon has been studied extensively. Yet the knowledge base supporting policy and practitioner decisions around the implementation and facilitation of these sites remains underdeveloped. This paper suggests that one reason for this lies in a mismatch between the methods that are being used in studies of teachers in social network sites and the claims that are being made. It looks towards stronger claims within this domain of research by presenting an integrative review of empirical studies (N = 96) which investigate teachers in social network sites, with a focus upon the methods that they employ. An integrative review is conducted to find studies that look at early childhood, primary, and secondary teachers' use of Facebook, Twitter, and other social network sites. The paper analyses the sample sizes, data sources, and forms of analysis that are used in these studies and discusses their suitability to the claims that are being made. It characterises the methods used in the included studies and makes five methodological recommendations regarding: (1) data about groups to be included when reporting studies and consistency of terminology; (2) frameworks for analysis; (3) re-use of research instruments and coding schemes; (4) approaches to sampling to avoid

show abstract

“…By embracing these interaction types, the ToMI framework is designed to facilitate teachers' contributions to cultural accumulation in their pivotal role as agents of cultural change (see Figure 3) while, at the same time, allowing for the use of appropriate methodologies in the formation of professional learning networks (Goodyear, 2014;Kelly et al, 2016;Macià & Garcia, 2016). For this reason, implementation of the ToMI framework as a purposeful cultural accumulation process seeks to engage an innovative impulse and, at the same time, avoid past fails of educational initiatives (Downes & Roberts, 2017;Halsey, 2018;Kelly et al, 2018). As such, the framework considers the overall environment in which resides the interactions of people with other people, and with their environment, including both offline and online.…”

Section: Cultural Accumulation Theory As a Basis For A Community Of P...mentioning

confidence: 99%

“…It is envisioned that teachers should find the OSS valuable in a wide range of activities as stated in Table 1, especially since it is designed to help teachers work more effectively with greater efficacy. Use of a nurtured CoP does not assume teachers will automatically engage with the CoP (see e.g., discussion in Kelly et al, 2018), rather, a nurtured CoP is predicated on establishing an initial group of teachers and leader members who act as champions to maintain a participant-driven agenda and focus, with awareness and support from organisational leaders the professional affiliate.…”

Section: What Does the Online Support System (Oss) Look Like?mentioning

confidence: 99%

An Online Support System for Teachers of Mathematics in Regional, Rural and Remote Australia

Bui

Woolcott

Peddell

et al. 2020

AIJRE

View full text Add to dashboard Cite

This article outlines the rationale for, and development of an online support system (OSS) for teachers of mathematics in regional, rural and remote (RRR) Australia as part of an ongoing longitudinal project, Regional Teachers of Mathematics Networks (RTMN). The OSS is designed to assist development of interconnected collaborative networks for teachers of mathematics in order to help them develop their professional identity. The article builds on the logic of the broader RTMN project, arguing that the development of a teacher of mathematics identity (ToMI) framework through participation in networked communities of practice (CoPs) is integral to improved practice and teacher retention. Theoretical considerations, framed within the overarching conceptual umbrella of cultural accumulation theory, are provided and relate mathematics CoPs to professional development and its role in the development of a localised teacher of mathematics identity. This framing outlines the importance of an OSS that supports both face-to-face and online (virtual) CoP functions for teachers of mathematics. The article also states the case for a design-based implementation research approach that allows stakeholders to sustain ongoing evaluation and updating of the OSS platform for professional learning exchanges within the ToMI framework.

show abstract

Online communities of teachers to support situational knowledge: A design-based study

Cited by 13 publications

References 34 publications

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

Studying teachers in social network sites: a review of methods

An Online Support System for Teachers of Mathematics in Regional, Rural and Remote Australia

Contact Info

Product

Resources

About