Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices

Clark-Wilson, Alison; Hoyles, Celia; Noss, Richard; Vahey, Phil; Roschelle, Jeremy

doi:10.1007/s11858-014-0635-6

Cited by 33 publications

(22 citation statements)

References 25 publications

(19 reference statements)

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“…Indeed, imagine a uniform framing for studies, in which authors are asked to identify which dimensions of the framework they address, at what levels of grain size. Clark-Wilson et al (2015) could be more explicit about the developmental framework they employ, and point to the interaction between the constraints of the learning environment and the sustainability of desired practices; Boesen, Helenius and Johansson (2015) could situate themselves squarely as examining the contextual support for dimension 1, theories of CPD; and Kuzle and Biehler (2015) might frame their attempt at PD in ways that one could see more readily how their specific efforts were grounded in a theory of teaching proficiency and addressed issues of teachers' agency and identity, in ways that identified where they could be supported and that provided support in ways that engaged the teachers in sense making. By placing studies within such an overarching frame, it would be easier for the field to identify both contributions within and similarities/differences across research papers.…”

Section: Discussion (Coming Full Circle)mentioning

confidence: 99%

Thoughts on scale

Schoenfeld

2015

ZDM Mathematics Education

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The challengeI begin with a metaphor to characterize the challenges that authors and readers face when confronting issues of scale. Consider the ways that map makers use insets-devices that allow for a focus on particular areas, while situating those areas within the larger whole. The use of insets allows for characterizations at two orders of grain size. Now imagine a map of the world containing four insets. Two of those insets provide details about train service in a small number of towns in England and the United States. A third provides information about why bus lines are organized the way they are in Sweden, and the fourth describes the ways in which a dozen automobile drivers in Germany made use of new technology-enhanced automobiles. Your challenge, as a map-reader: use this information to think about the design of coherent transportation systems, worldwide.That's quite a challenge. The point is that such insets, which serve to provide local descriptions of different aspects of a large and complex phenomenon, will only get one so far in understanding the issues at hand. The same is the case when one reads the chapters by Clark-Wilson, Hoyles, Noss, Vahey, and Roschelle (2015), Boesen, Helenius and Johansson (2015), and Kuzle and Biehler (2015), with an eye toward understanding the landscape of continuous professional development (CPD).At the level of the individual papers, one can note interesting findings and point to aspects of the papers worth following up on, along various dimensions (e.g., with regard to theory, method, and practice). For example, Clark-Wilson, Hoyles, Noss, Vahey, and Roschelle's (2015) choice of methods-to use questionnaires, fleshing out the picture with two case studies-highlights a way to operate at two levels of scale. At the same time, there is much that the paper does Abstract This essay reflects on the challenges of thinking about scale-of making sense of phenomena such as continuous professional development (CPD) at the system level, while holding on to detail at the finer grain size(s) of implementation. The stimuli for my reflections are three diverse studies of attempts at scale-an attempt to use ideas related to professional development in two different countries, the story of how research did or did not frame a nationwide attempt at undergirding CPD, and a fine-grained study of the quality of a dozen mentors' implementation of CPD. The challenge is to "see the forest for the trees," to be able to situate such diverse studies within a larger framework. The bulk of this article is devoted to offering such a framework, the teaching for robust understanding (TRU) framework, which characterizes five fundamentally important dimensions of powerful learning environments. At the most fine-grained level, TRU applies to classrooms, establishing goals for instruction. But, more generally, it applies to all learning environments, and this characterizes important aspects of CPD. The TRU framework thus provides a unifying frame within which one can situate the studies in this volume.

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Section: Discussion (Coming Full Circle)mentioning

confidence: 99%

Thoughts on scale

Schoenfeld

2015

ZDM Mathematics Education

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“…Initially, the central concern was the design and evaluation of CM units and establishing learning gains for a diverse sample of pupils in English schools (Hoyles, Noss, Vahey, & Roschelle, 2013;Sturman & Cooper, 2012). Then research identified the processes of scaling and spreading the innovation to more schools and teachers, and the factors that influenced how teachers and schools continued using the CM curriculum units after researcher support faded (Clark-Wilson, Hoyles, Noss, Vahey, & Roschelle, 2015). This work revealed the need for a deeper articulation of the complexities underpinning mathematics teachers' Bpedagogical technology knowledge^ (Thomas & Hong, 2013;Thomas & Palmer, 2014), henceforth we refer to as MPTK 1 , which we describe in Section 3.2 in more detail.…”

Section: Brief Overview Of Cornerstone Mathsmentioning

confidence: 99%

A research-informed web-based professional development toolkit to support technology-enhanced mathematics teaching at scale

Clark-Wilson

Hoyles

2018

Educ Stud Math

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We report a new phase of research of the scaling of Cornerstone Maths (CM), technologyenhanced curriculum units for lower secondary mathematics that embed dynamic mathematical technology (DMT). These combine web-based DMT, pupil and teacher materials, and teacher professional development that focus on developing the mathematical knowledge and pedagogies for teaching with technology. This paper presents the background research with teachers using CM (111 teachers from 42 London secondary schools in the period 2014-2017) that suggests the need for a web-based Bprofessional development toolkit^to support the sustainability of the innovation and Bwithin-school^scaling beyond the timeline of the funded project. It concludes with the research basis of the toolkit's design principles and structure that are designed to support teachers to implement DMT in their classrooms.

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“…A growing interest in delivering teacher education courses via online platforms is observed: a small number of professional development courses use both synchronic and/or a-synchronic internet platforms blended with face-to-face meetings (e.g., Clark-Wilson et al 2015;Borba 2012;Bowers and Stephens 2011). Most of the courses use either face-to-face platform (e.g., Lee 2005) or online platform (e.g., Clay et al 2012).…”

Section: How These Knowledge and Skills Can Be Developed In Teachers?mentioning

confidence: 99%

“…It appears that the impact of a one-day course, albeit ICT focused or incorporated, is limited. Clark-Wilson et al (2015) try to find a method to follow a large group of teachers from 113 schools in an attempt to evaluate the teachers' fidelity to a specific learning unit. They used teachers' self-report questionnaire to evaluate teachers' fidelity to their program, accompanied by two case studies.…”

Section: How Do Researchers Design Their Studies To Follow Teachers'mentioning

confidence: 99%