Search results for: Goldsmith Lynn T.

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Mathematics Teachers’ Learning: A Conceptual Framework and Synthesis of Research
Authors: Goldsmith Lynn T., Doerr Helen M., Lewis Catherine C.
How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics. The authors offer a synthesis of this research, guided by Clarke and Hollingsworth’s (2002) dynamic model of teacher growth. Their model emphasizes the recursive nature of teachers’ learning and suggests that growth in one aspect of teachers’ knowledge and practice may promote subsequent growth in other areas.
Published: 2014
Updated: Dec. 06, 2016
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A Framework for the Facilitation of Teachers’ Analysis of Video
Authors: Van Es Elizabeth A., Tunney Jessica, Goldsmith Lynn T., Seago Nanette
This study examines the in-the-moment moves facilitators make in two different video-based professional development programs to offer a framework for facilitation with video. The authors then examine patterns in facilitation across both contexts and identify practices that are unique to the goals of each setting.
Published: 2014
Updated: Jan. 27, 2016