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Dynamic representational technologies (DRTs), influenced by the seminal work of James Kaput and colleagues, have been in use in mathematics classrooms for decades. In this paper, we analyze 24 classrooms in the United States where teachers support students' conceptual learning with technologies that support explorations of dynamic connections both within and across mathematical representations. These DRTs, built in alignment with Kaput's principles, form part of a curricular activity system that embeds a central pedagogical routine. Yet despite the use of common DRTs, lessons, and professional development, classroom teaching practices varied widely. We characterize and analyze levels of technology use, which vary from using the technology as a static resource to taking advantage of dynamism to support students' emerging explanations of mathematical concepts. There are important implications for further research into classroom use of DRTs and, more broadly, for curriculum developers and teacher educators. [ABSTRACT FROM AUTHOR]

In this paper, we present an analysis of the Scholarship of Teaching and Learning in Higher Education (SoTL) which contributes to SoTL both as a field of research practice and as a background to professional development in higher education. We analyse and describe the constitution of the field, and in so doing address its nature in the face of the dilemma of, on the one hand, its diversity and, on the other hand, its generally agreed set of purposes. Our analysis of SoTL knowledge is conceptualised as relational, connecting SoTL practitioners with the work they disseminate to the community at large. We describe and exemplify the internal horizon of the field in terms of five domains: the didactic and the epistemic, which we refer to as the knowledge building domains, and the interpersonal, the moral/ethical and the societal domains, which we refer to as the axiological domains. The external horizon is described in terms of four aspects of the context that can impact the production and implementation of SoTL knowledge: the disciplinary, the professional, the cultural and the political aspects. Methodological emphasis is equally on the axiological underpinnings of SoTL, its values and attitudes, as the ontological and epistemological underpinnings that are predominant. [ABSTRACT FROM AUTHOR]

The article focuses on the efficiency of the professional portfolio as a tool for developmental tracking, and assessing changes on the teacher's philosophy in the U.S. Preschool teachers can use the portfolio as reference during job application interviews to recall the activities and lessons taught in the classroom. A professional portfolio needs to be presentable in terms of its cover and color as this reflects the owner of the portfolio. Moreover, educators need to know their portfolio for their career growth and development.

This paper traces the journeys of three middle-school teachers during a one-year professional development focused on the education of multilingual youth. I explore (a) how teachers' practice changed during the professional development and (b) what factors mediated these changes. The three cases illustrate different trajectories of learning: addition, transformation, and fine-tuning. I discuss these trajectories in relation to opportunities they create for student learning. I then explore multiple factors that mediated the teachers' trajectories of learning (social, ecological, and socio-cognitive). The study contributes to the emerging literature on the learning of content-area teachers who serve multilingual youth. • Teachers follow different trajectories of change during professional development. • Teachers' trajectories impact the learning to which their students have access. • Social, ecological, and socio-cognitive factors influence what teachers learn. [ABSTRACT FROM AUTHOR]

This paper explores the teaching reform movement. The initial catalyst for teaching movement was a reaction to the Russian launching of Sputnik which called into question the adequacy of teaching within the U.S. As a result, the government allocated money predominately to the hard sciences to improve the delivery of knowledge. In foreign languages and history the teaching issue was raised as public criticism questioned the relevancy of these subjects as they were taught. Sociology's relationship with the public parallels foreign language and history in that it has often been introspective and has not always appeared relevant to the general public. Not only is there a gap in relevancy, but sociology may also have to overcome the basic hurdles of what is sociology and what do sociologists do in order to relate to the public. The recurring internal catalytic factors cited are: declining student enrollments, student and administrator demands for accountability, the constricted doctor of philosophy job market, and changing student audience. Another issue is the extent to which a discipline should expand with service courses or general education. Both private foundations and federal agencies support teaching efforts. The federal government has been the major benefactor. Most of the disciplinary efforts revolve around curricular issues and/or instructor development issues. The disciplines with a teacher development approach are political science, economics and geography.

Online learning has become an important component of the higher education landscape in the United States. However, faculty are often either ill-prepared in using cutting-edge educational technologies in the classroom or have reservations about online teaching. Mishra and Koehler's (2006) Technological Pedagogical and Content Knowledge (TPACK) model, often used in K-12 settings to describe the role of technology in the pedagogical process, can be adapted to meet the professional development needs of faculty. The model we propose, TPACK-ConK, adds another layer of knowledge, context knowledge, to the model in order to account for the specific professional development needs of faculty in higher education. TPACK-ConK can be used by Centers for Teaching and Learning to better construct professional development for faculty engaged in online teaching. [ABSTRACT FROM AUTHOR]

This study examines aspects of professional development experiences of 19 Greek Fulbright teachers of humanities regarding schooling, learning and teaching as documented in e-portfolios completed during a project of academic course and fieldwork in the United States during their collective participation in an international professional development program. Multiple influences on teachers' learning were made visible in the portfolios: cross-cultural ideas about schooling, student-centered teaching practice, international mindedness, critical reflective practice, ongoing professional development, and changes and challenges. Action plans implemented in Greek schools and documented in e-portfolios enabled multiple stakeholders to examine project impact on teachers' thinking and educational practice, including the challenges and opportunities they encountered upon their return to Greece. Recommendations for using e-portfolios in international teacher professional development projects are offered. [ABSTRACT FROM AUTHOR]

The authors examine the influence of autism training sessions on a group of beginning teachers. The results of the study indicate that even a limited amount of professional development and/or training, strategically placed within the confines of a teacher training program, can both significantly increase participants' perceptions and knowledge of autism spectrum disorder (ASD) and evidence-based practices as well as reduce overall stress and anxiety levels, at least where the integration of ASD students into the "regular" classroom experience is specifically concerned. Although this study is Canadian in origin, autism knows no national boundaries, and the issues and concerns raised by educators in trying to successfully program for this unique group of learners appear to be overwhelmingly universal in nature. [ABSTRACT FROM AUTHOR]

The article reexamines the feminization of teaching as a profession during the 19th century in the U.S. A review of source material relevant to the transition of teaching as a male dominated occupation to a profession held predominantly by women is presented covering topics of labor market forces, war, educational reform, and urbanization. The idea that the occupational shift was based primarily on women's willingness to work for lower wages is questioned. It is argued that many men considered teaching a part-time occupation. It is stressed that many women became actively invested in teaching as a meaningful career, especially as the field of education became more professionalized during the late 19th century.

Numerous high school students, including many who are enrolled in career and technical education (CTE) courses, do not have the math skills necessary for today's high-skill workplace or college entrance requirements. This study tests a model for enhancing mathematics instruction in five high school CTE programs (agriculture, auto technology, business and marketing, health, and information technology). The model includes a pedagogy and intense teacher professional development. Volunteer CTE teachers were randomly assigned to an experimental (n =59) or control (n =78) group. The experimental teachers worked with math teachers to develop CTE instructional activities that integrated more mathematics into the occupational curriculum. After 1 year of the math-enhanced CTE lessons, students in the experimental classrooms performed equally on technical skills and significantly better than control students on two standardized tests of math ability (TerraNova and ACCUPLACER®). [ABSTRACT FROM AUTHOR]

We surveyed faculty in the biology departments of US institutions of higher education to compare the experience and training valued by faculty at hiring institutions with the experience and training most graduate students receive. Our data show that associate, baccalaureate, and master's institutions value teaching experience and skills more highly than research skills. In contrast, doctoral institutions place a higher value on the ability to publish research and obtain outside funding. These findings provide quantitative and qualitative insight into discrepancies between the values of those who train graduate students in biology and the expectations of the institutions likely to hire these individuals. [ABSTRACT FROM AUTHOR]

The article explores the relationship between the professional development of science teachers in the U.S. and the academic achievement of their students. Not all professional development experiences are effective in bringing about student learning gains. However, a research by Thomas Guskey found that professional development may help an educator acquire the instructional procedures and scientifically researched-based strategies needed to help students reach the articulated learning goals. Development centered on student achievement goals allows such teachers to base their instructional decisions on solid evidence of what their students need.

All those responsible for the preparation of teachers agree that having a highly qualified teacher in every classroom is essential to student academic achievement. The research of the past decade by William Sanders and others clearly demonstrates the significance of the teacher in fostering student growth and academic achievement. What researchers and practitioners are having difficulty agreeing on is the essential characteristics of the teachers who create value-added learning and the ways in which professional development experiences need to be structured in order to foster and develop those critical teacher characteristics. The Ohio Teacher Quality Partnership represents one state's approach to better understand the relationship between teacher behaviors and student achievement and how a wide variety of stake holders are collaborating to create a more vital educational system for P-12 students. [ABSTRACT FROM AUTHOR]

Teachers with seven years of teaching experience or less (n = 10) participating in a large-scale mathematics professional development program in the United States were interviewed. The goal of this qualitative study was to better understand less experienced teachers' reactions to professional development and professional support in the teaching profession. The interview data indicate that these less experienced mathematics teachers are not satisfied with their mentors or collaboration in their department and would welcome opportunities for classroom observations. In addition, these teachers were disappointed and surprised at their more experienced peers' lack of mathematics content knowledge. The results of this study have direct implications for the structure and philosophy for professional development to better serve incoming and less experienced teachers. [ABSTRACT FROM AUTHOR]

The processes for choosing, preparing, and supporting facilitators for faculty learning communities are as unique as the campuses housing them. This chapter reports on a range of activities and highlights three preparation programs. [ABSTRACT FROM AUTHOR]

The scholarship of teaching and learning has been a primary motivator and focus of faculty learning communities. This chapter reports on the strategies, processes, and activities that foster this scholarship in FLCs. [ABSTRACT FROM AUTHOR]

During the past decade, the arts have been increasingly included in professional development programs for general education teachers in the United States. Little is known, however, about teachers' attitudes toward the arts in education or the applications of arts processes in their teaching practice. In this mixed-methods study, data collected from 423 K-12 teachers indicated that teachers believe the arts are important in education, but use them rarely. They are hindered by a lack of professional development and intense pressure to teach the mandated curriculum. Awareness of student diversity and the need for improved motivation and enjoyment in learning were the most frequently cited motivations for using the arts. Teachers' self-efficacy and self-image relating to creativity and artistry influenced arts use more than any other personal characteristic. Surprisingly, neither prior arts instruction, current artistic practice, nor years of teaching experience were significant predictors of arts use in the classroom. [ABSTRACT FROM AUTHOR]

This study empirically examines the management and implementation strategies that contribute to high-quality in-service teacher professional development provided by postsecondary institutions. The analysis is part of a national evaluation of the Eisenhower Professional Development Program. Findings are based on a national probability sample of Eisenhower project directors at postsecondary institutions. The authors found empirical support that management/implementation strategies--aligning standards and assessments to professional development, continuous-improvement efforts, and coordination between postsecondary institutions and school districts--were related to higher quality professional development, defined in terms of content focus, active learning opportunities, coherence, duration, collective participation, and type of activity. Thus, in the context of an evaluation of the nation's largest investment in teachers' professional development, this study provides support, from a national probability sample of postsecondary institution Eisenhower project directors, for the link between federal policies and strategies of support, implementation, and the quality of teachers 'professional development. [ABSTRACT FROM AUTHOR]

This article presents a case study in which teaching portfolios evolved as a mechanism to promote school-centered professional development in an urban elementary school. Data were primarily derived from open-ended interviews with the principal, staff developer, and teachers, complemented by other relevant documentation. This study examines the impact of the portfolio project on professional learning and professional collaboration. The data reveal that a wide range of conditions contributed to professional learning and collaboration through teaching portfolios. These conditions can be categorized into three groups: (a) conditions supporting both professional learning and professional collaboration in general, (b) conditions more specifically supporting professional learning, and (c) conditions more specifically supporting professional collaboration. The article discusses both methodology and results in the context of recent theoretical frameworks . In addition, it suggests directions for future research, theory, and practice related to school-centered professional development for teachers. [ABSTRACT FROM AUTHOR]

This article first describes the Japanese professional development practice of lesson study and its articulation within the Japanese educational system. Next, insights gained from an empirical study that explored the feasibility of lesson study in a U.S. setting are discussed. More specifically, challenges to lesson study practice are highlighted, with particular attention paid to the difficulties faced by American teachers in trying to adopt the research focus that is inherent in lesson study. The article concludes with reflections about what the study of lesson study can teach us about efforts to improve teaching, which, like lesson study, center on having teachers examine their practice or that of others. [ABSTRACT FROM AUTHOR]

The recent spate of state and national curriculum policies promote changes in teaching and learning in social studies. Yet these policies are largely silent on the issue of how teachers will unlearn what they now know and learn to teach differently. In this student of 16 professional development opportunities around the recent New York State social studies framework, I explore three issues: the range of opportunities teachers have to learn about the framework, the content and pedagogy of those sessions, and teachers' responses to the framework and the professional development sessions they attended. [ABSTRACT FROM AUTHOR]