Search results for: Lannin John K.
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Supporting University Content Specialists in Providing Effective Professional Development: The Educative Role of Evaluation
This study examines formative evaluation recommendations that the authors made to four different professional development (PD) projects over three years. The results of this study show that formative feedback can impact PD design and implementation. The results of this study suggest that evaluation efforts can take on a new purpose – the PD of professional developers. The authors argue that as evaluators, they interpreted what they know about PD from the research and acted as conduits of empirical findings to the PD project teams. Hence, their recommendations reflected their own knowledge and beliefs about PD, which, as active teacher education researchers, were well rooted in the PD research literature.
Updated: Oct. 11, 2018
The purpose of this study is to examine the development of pedagogical content knowledge (PCK) for two purposefully selected beginning mathematics teachers. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. The findings of this study demonstrate the differences that exist in the development of PCK for beginning mathematics teachers. These findings also demonstrate that PCK can develop in different ways for beginning teachers.
Updated: Jun. 14, 2016