Scientific Research in Education

Shavelson, Richard J.; Towne, Lisa

doi:10.17226/10236

Cited by 231 publications

(16 citation statements)

References 139 publications

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“…Yet, those facilitators present another level in quantitative analysis of data that should be considered by researchers to better understand underlying patterns in the data. While there are examples of instruments and protocols that have been designed as part of studies that included mathematics specialists (Barlow et al, 2013;Munter, 2014), there are still limited examples of instruments that are used to document mathematics specialist knowledge and expertise as distinct from mathematics teacher knowledge and expertise (Harbour, Livers, & Hjalmarson, 2019). A challenge for quantitative research is the creation and implementation of measures for documenting the work of mathematics specialists (Harbour et al, 2019), as school districts are networks of schools which create nested data sets and complex models for analysis.…”

Section: Challenge No 2: Identifying the Unit Of Analysis And Scalinmentioning

confidence: 99%

“…Does the mathematics specialist have a view of the effectiveness of the model at supporting teacher learning? While additional measures may be necessary to document the regular work of mathematics specialists and their interactions with teachers (Campbell & Malkus, 2011;Munter, 2014), an ongoing challenge in instrument design is that the role, responsibilities, and title of the mathematics specialist vary widely across settings. Without consensus, the complexity of data collection and instrument validity increases.…”

Section: Challenge No 2: Identifying the Unit Of Analysis And Scalinmentioning

confidence: 99%

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Mathematics Specialists as the Hidden Players in Professional Development: Researchable Questions and Methodological Considerations

Hjalmarson

Baker

2020

Int J of Sci and Math Educ

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This paper suggests implications for researchable questions about mathematics teacher development. We ask the following: what is necessary for research that includes mathematics specialists or other hidden school-based roles within a project beyond classroom teachers and students? Mathematics specialists (e.g. mathematics coaches, mathematics teacher leaders) support teacher learning and development using different models of school-based professional development. They can play a critical role in connecting research and practice. However, research in mathematics education has regularly neglected to examine their role in studies of professional development. We suggest there are two needs for creating and examining researchable questions about such hidden players in studies of professional development: (1) defining practices and hidden players involved in systematic school change and (2) identifying the unit of analysis and scaling up professional development. We summarize existing studies and present considerations for future research. Keywords Mathematics specialists . Professional development . Research design . Teacher developmentAs mathematics teacher educators, we are tasked with "setting research agendas based on instructional problems teachers want to solve" (Cai et al., 2018, p. 514). Targeted research agendas are especially critical for mathematics teacher professional development, as the context and partnerships between universities, schools, and other organizations are often reflected within the types of instructional problems we investigate.

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Section: Challenge No 2: Identifying the Unit Of Analysis And Scalinmentioning

confidence: 99%

Section: Challenge No 2: Identifying the Unit Of Analysis And Scalinmentioning

confidence: 99%

Mathematics Specialists as the Hidden Players in Professional Development: Researchable Questions and Methodological Considerations

Hjalmarson

Baker

2020

Int J of Sci and Math Educ

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“…Similarly, providing students with effective feedback on their performance can enhance the processing of information to be learnt. In this vein, a correct form of giving feedback involves a twofold approach: students have to receive clear information on correct responses and this information has to be connected to their prior knowledge, among other things (EFF, 2018;Hattie, 2009;Marzano, 1998). Finally, another well-grounded practice is teaching learners meta-cognitive and self-regulate strategies, such as activating prior knowledge or self-evaluating progress and final performance.…”

Section: From Evidence-based Education To Research-informed Practicementioning

confidence: 99%

Can Research Contribute to Improve Educational Practice?

Ferrero

2020

Span. J. Psychol.

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Teaching a diverse classroom is a challenging task. Educators are faced daily with the difficult task of making many decisions about how to educate each of their students. To do this, they mainly rely on their experience and that of their colleagues, their values, and thoughts. Although they are inherent and important in the profession of teaching, sometimes these resources may not suffice to make the best decisions, particularly when teachers are continuously bombarded with numerous fads and poorly grounded ideas about education. In this context, research-informed practice emerges as a promising approach. It involves integrating the professional expertise of teachers with the best evidence of researchers to make better decisions and improve education. However, for this approach to be successfully implemented, the gap between researchers and practitioners must first be bridged. The possible solutions to this challenge involve acting in three contexts: research production, research communication and research use. Specific measures in each of these contexts are described.

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“…Maga az alapelgondolás, amit újabban az oktatás fejlesztésében is használunk, az 'evidence based', azaz a bizonyítékokra alapozott megközelítés. Az orvostudomány keretében dolgozták ki azokat az alapelveket és kutatási normákat, amelyek egyre inkább terjednek az oktatás területén is (Shavelson és Towne, 2003;OECD, 2007b;Slavin, 2008). A párhuzamos fejlődésben azonban vannak jelentős különbségek is.…”

Section: áBra Az Oktatási éS Egészségügok Valamint a Kutatási Célú unclassified

A tanárképzés és az oktatás fejlesztésének tudományos háttere

Csapó¹

2016

Iskolakultúra

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A tanárképzés és az oktatás fejlesztésének tudományos háttereA hosszabb távon megfigyelhető változások nyilvánvalóvá teszik, hogy tartós eredményt csak az egész oktatási rendszer alapvetően új fejlődési pályára állításával lehet elérni, aminek pedig az egyik legfontosabb előfeltétele a hozzáértés, a szakértelem, az oktatás fejlesztésében alkalmazható, tudományosan igazolt tudás alkalmazá-sa. A tudás létrehozásának, megszerzésének, működővé tételének többféle módja van, de sem a tudástranszfer, a más országokban létrehozott eredmények átvétele, sem az önálló fejlesztés nem lehetséges képzett kutatók és az adott országban folyó önálló kutató-fejlesztő munka nélkül. Az új tudást széles körben, hatékonyan a tanárok képzésén keresztül lehet az iskolarendszer működésének javítására alkalmazni. Érdemes tehát megvizsgálni, milyen erőforrások állnak ehhez rendelkezésre. Ez a tanulmány azt mutatja be, hogyan alakul Magyarországon a tanárok képzését, tágabban a közoktatás fejlesztését támogató tudományos tudás létrehozása, milyen az a kutatási potenciál, amelyik meghatározza a közoktatás működésének, fejlesztésének szakszerűségét.

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Scientific Research in Education

Cited by 231 publications

References 139 publications

Mathematics Specialists as the Hidden Players in Professional Development: Researchable Questions and Methodological Considerations

Mathematics Specialists as the Hidden Players in Professional Development: Researchable Questions and Methodological Considerations

Can Research Contribute to Improve Educational Practice?

A tanárképzés és az oktatás fejlesztésének tudományos háttere

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