A Randomized Field Study of a Teacher Professional Development Program Using Mixed-Reality Simulation to Develop Instructional Practice

Autor/inn/en	Garrett, Rachel; Smith, Toni; Griffin, Melinda; Yisak, Melissa
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	A Randomized Field Study of a Teacher Professional Development Program Using Mixed-Reality Simulation to Develop Instructional Practice
Quelle	(2020), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Professional Development; Computer Simulation; Middle School Mathematics; Mathematics Teachers; Discussion (Teaching Technique); Student Centered Learning; Mathematics Instruction; Teaching Methods; Technology Uses in Education + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Group discussions during mathematics lessons provide important opportunities for students to deeply engage with mathematics content and to develop communication skills and strong understanding aligned with college and career readiness objectives (Walshaw & Anthony, 2008). However, such student-centered discussions are less common than teacher-led lectures in middle grades mathematics (Stigler & Hiebert, 2004). Research has found that lack of training contributes to the challenges in successfully implementing student-driven discourse (Piccolo et al., 2008). Simulated Instruction in Mathematics Professional Development--or SIM PD--is a new program being developed to meet the need for PD focused on mathematical questioning and discourse (NCTM, 2014) using the classroom simulation technology. This study used a school-level random assignment design so that groups of two to six teachers within a school were randomly assigned to either implement the program during the 2018-19 school year, or participate in data collection but wait to participate in the PD until the 2019-20 school year. The authors will share findings from a small-scale, school-level randomization study in 2018-19 to provide an early, rigorous assessment of whether the PD helps teachers develop the targeted instructional practices. Findings indicate that the program was feasible to implement, teachers received the PD positively, and classroom practice may have improved as a result of the PD. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01