Mathematics teachers develop understandings about instruction across multiple settings, such as classrooms, workshops, and professional learning communities. When teacher teams collaborate, their prior teaching and learning experiences meaningfully inform their sensemaking. However, current research does not explicitly link teacher conversations…

In this paper we examine how facilitators' prior experiences as mathematics teachers frame their work when facilitating a practice-based professional development (PD) for the first time. We focus on the experiences of a novice facilitator of StoryCircles, a professional learning process in which teachers collectively script and visualize a…

'Out-of-field teaching' refers to the practice of assigning teachers to teach subjects that do not match their training or education -- an international phenomenon that seems particularly prevalent in mathematics. This paper reports on a study evaluating the impact of a national professional learning program for out-of-field secondary mathematics…

This study examines teachers' initial conceptions of an integrated STEM-PBL approach and their perceptions of what facilitates or hinders implementation in their schools. This study took place within the first year of a three-year STEM Professional Development (PD) program for middle school math, science and English language arts teachers. The two…

This study sought to examine the impact of teachers' participation in an extended period of embedded professional development (PD) emphasizing teachers' use of assessment for learning practices (AFL) in extended problem based units of instruction within a comprehensive AFL framework. The extended and comprehensive approach of using both course…

Problem-based learning (PBL) as a professional development model is an authentic means of stimulating reflective, insightful, professional growth. This paper describes a conference session that modeled the PBL professional development model as participants engaged in an actual PBL and created their own PBL professional development model. The…

Most faculty development programs seem to focus on the implementation of innovative teaching methods, and studies attend to questions related to successful introduction of instructional innovations without addressing questions about the maintenance phase. This paper describes findings of a study (conducted at the Faculty of Economics and Business…

Problem-based learning (PBL) has gained credibility and some use in institutions of higher education. This paper provides a brief conceptual discussion of PBL and the idea of "problem," and describes one learning model that incorporates PBL as a method for moving students to high levels of learning. The second portion of the paper describes one…

Case-based approaches are effective for teaching and learning science, encouraging student-directed collaborative learning and active engagement. This paper looks at using cases in science teaching and learning at the secondary and undergraduate levels and the impact these approaches have on teachers, students, curricula, and classroom…