Primary Grades Teachers' Instructional Decisions during Online Mathematics Professional Development Activities

Autor/inn/en	Polly, Drew; Martin, Christie S.; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.
Titel	Primary Grades Teachers' Instructional Decisions during Online Mathematics Professional Development Activities
Quelle	In: Early Childhood Education Journal, 44 (2016) 3, S.275-287 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-015-0711-8
Schlagwörter	Mathematics Activities; Professional Development; Elementary School Teachers; Elementary School Mathematics; Online Courses; Teaching Methods; Mathematics Curriculum; Formative Evaluation; Synchronous Communication; Classroom Observation Techniques; Surveys; Instructional Development; Workshops; Computer Mediated Communication; Group Discussion; Mathematics Teachers + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Survey; Umfrage; Befragung; Teaching improvement; Unterrichtsentwicklung; Lernwerkstatt; Schulung; Computerkonferenz; Gruppendiskussion; Mathematics; Mathematik
Abstract	This study examines primary grades teachers' instructional decisions in their mathematics classroom during their participation in a year-long professional development program on formative assessment. Teachers participated in 40 h of face-to-face workshops followed by 40 h of classroom-embedded activities that were facilitated in an asynchronous online format. Inductive analysis of teachers' online discussion forum posts and their frequency of using an internet-based formative assessment system indicated significant variance in teachers' use of the formative assessment tool. Some teachers used the assessment system regularly and reported modifying instruction based on the data collected through formative assessment. However, some teachers demonstrated difficulty determining how the assessments aligned to specific mathematics standards, and how the assessment should inform their use of curriculum. Implications for future research include the need to triangulate data from instructional plans, surveys, and classroom observations, while implications for practice include the need to more explicitly support teachers' instructional planning process using specific curricular resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01