Atividades de aprendizagem profissionais em contexto: Um levantamento estadual dos professores de ensino médio de matemática

Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) university courses, 4) professional conferences, 5) mentoring/coaching, 6) informal communications, and 7) individual learning activities. The study found that middle school mathematics teachers spend the greatest amount of time involved in teacher collaboration, professional development programs, and individual learning activities. In addition, mathematics teachers in high-poverty and ethnically diverse districts tend to spend more time in formal learning activities such as professional development programs, teacher collaboration, and mentoring/coaching than do mathematics teachers in wealthier and less diverse districts. To promote a greater level of teachers’ participation in shared learning activities, it is important for district and school administrators to offer professional learning activities that meet mathematics teachers’ learning needs for understanding students’ mathematical knowledge and thinking.Basado en una encuesta sobre actividades de aprendizaje con 577 profesores de matemáticas de escuelas secundaria en el estado de Missouri, este estudio examinó dos preguntas: 1) ¿Cuáles son las actividades profesionales de aprendizaje que los profesore/as de matemáticas de escuelas secundarias participan y por cuánto tiempo participan estas actividades? y 2) ¿Cómo se asocian las calificaciones de los profesore/as y las características contextuales con la cantidad de actividades de aprendizaje profesional? El estudio examinó siete tipos de actividades formales e informales de aprendizaje profesional : 1) programas de desarrollo profesional, 2) colaboración entre profesores, 3) cursos universitarios, 4) conferencias profesionales, 5) mentores / entrenadores, 6) comunicaciones informales, y 7) actividades de aprendizaje individuales. El estudio encontró que los profesores de matemáticas en escuelas secundaria pasan una gran cantidad de tiempo en colaboración entre profesore/as, los programas de desarrollo profesional y actividades de aprendizaje individuales. Además, los profesores de matemáticas que trabajan en los barrios con mayores índices de pobreza y diversidad étnica, tienden a pasar más tiempo en actividades formales de aprendizaje, tales como el cursos de profesionalización docente, colaboración entre docentes y asesoramiento / entrenamiento a los docents comparados con docents de matemáticas de los distritos más ricos y con menos diversidad étnica. Para promover un mayor nivel de participación del profesorado en actividades de aprendizaje compartido, es importante que los administradores de distritos escolares y escuelas ofrezcan actividades de aprendizaje professional que respondan a las necesidades de aprendizaje de los docentes para comprender el conocimiento y entendimiento matemático de sus estudiantes.Baseado em uma pesquisa de  atividades de aprendizagem profissional entre 577 professores de matemática do ensino médio no estado de Missouri, este estudo analisou duas questões: 1) Quais são as atividades de aprendizagem profissional que os professores de matemática no ensino médio participam e quanto tempo eles usam nessas atividades? e 2) Como são as qualificações dos professores e características contextuais associados com a quantidade de suas atividades de aprendizagem profissional? O estudo examinou sete tipos de atividades formais e informais de aprendizagem profissionais: 1) programas de desenvolvimento profissional, 2) colaboração entre professores, 3) cursos universitários, 4) conferências profissionais, 5) tutorias/coaching, 6) comunicações informais, e 7) atividades  de aprendizagem individual. O estudo descobriu que professores de matemática do ensino médio passam a maior parte do tempo envolvidos em colaboração entre professores, programas de desenvolvimento profissional e atividades individuais de aprendizagem. Além disso, professores de matemática que trabalham em distritos escolares com altos índices de pobreza e etnicamente diversos tendem a gastar mais tempo em atividades de aprendizagem formal, tais como programas de desenvolvimento profissional, colaboração de professores e tutoria/coaching do que os professores de matemática nos distritos  mais ricos e menos diversos etnicamente. Para promover um maior nível de participação dos professores em atividades de aprendizagem compartilhada, é importante que os administradores dos distritos escolares e das escolas ofereçam atividades de aprendizagem profissional que atendam as necessidades de aprendizagem dos professores de matemática para a compreensão do conhecimento e pensamento matemáticos dos alunos

Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders.

Using the NAEP nationally-representative data collected from eighth-graders, we investigated the relative exposure of American Indian/Alaska Native (AIAN) students to mathematics teachers who are knowledgeable about standards, participate in standards-based professional development, and practice standards-based instruction; American Indian/Alaska Native student reports of standards-based classroom activities; and how student reports of classroom activities and teacher reports of their knowledge, professional development, and practices are associated with mathematics achievement of American Indian/Alaska Native students. We found that AIAN students had among the lowest exposure to teachers who reported they were knowledgeable about standards, who participated in standards-based professional development, and who practiced standards-based instruction. In addition, AIAN students were less likely than African American and Latino students to report that they experienced standards-based classroom activities. Our data showed that teacher reports of standards-based knowledge and practice of standards-based instruction were not significantly associated with mathematics achievement of AIAN students. However, student reports of classroom activities characterizing standards-based instruction was associated with higher mathematics achievement of AIAN students

What teachers should know: Comparison of 4th grade mathematics in Hong Kong and the U.S. [abstract]

Abstract only availableThe purpose of this study was to compare 4th grade mathematics teacher in Hong Kong and United States responses to teacher readiness, professional development and participation and overall teacher satisfaction. Data was gathered from the 2003 TIMSS 4th grade mathematics Teacher Questionnaire. Data results showed the United States with an overal mean score in mathematics of 518, 23 points above the international average of 495 as compared to Hong Kong with an average mean of 575, (which is 80 points above the international average and 57 points above the United States' average). A correlation of the two countries and the three data sets were ran. In the case of Hong Kong, there was a significant positive correlation between Teacher Satisfaction and Professional Development. In the case of the United States, there is a significant positive correlation between Professional Development and Teacher Readiness, and between Teacher Satisfaction and Teacher Readiness. Quantitative analyses for the three scales, Teacher Readiness, Professional Development and Teacher Satisfaction indicated significant differences between means for all three areas with the United States possessing higher averages in all three areas. Although no causal relationships can be drawn from these results without an experimental design, implications and suggestions for further research are discussed.College of Educatio

What predicts the mobility of elementary schoolleaders? An analysis of longitudinal data in Colorado

While many studies have reported the predictors of teacher attrition, we know little about what predicts the attrition of school leaders. Using the Colorado state data on elementary school principals’ and assistant principals’ career paths from 1999 to 2001 and school achievement-level data, we addressed two research questions: 1) How do the age-specific attrition rates differ by gender and race? and 2) What other conditional factors are associated with the attrition of school leaders? We found that female and minority groups generally had higher attrition rates at age 40 or younger and at age 56 or older than male and non-minority groups. Our data also indicated that school size and salary increase were associated with the attrition of both male and female leaders. Large schools were more likely to have higher rates of school leader attrition, and the leaders who expected relatively higher salary increases by transferring were more likely to leave their schools. Lower school achievement predicted higher attrition of female leaders only. These findings have important implications for policy-makers when they plan and implement strategies for preventing high attrition rates of school leaders

Teachers' Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany, and Japan

With the growing attention to curricular standardization, especially in math and science, and equitable conditions that promote learning for all students, most research has continued to focus on instructional practice alone. Accountability issues (teacher quality defined as certification) and equity (access to qualified teachers) have been at the fore in many cases. But, scant attention has been paid to teacher working conditions, norms, and roles even though they vary widely, even among highly developed nations. Professor LeTendre will explore transnational trends in teacher working norms and discuss potential factors that contribute to, or inhibit, increasing isomorphism in teachers' work. On the one hand, an increasing network of organizations and international testing regimes have worked to strengthen a trans-national consensus on teachers' work. On the other hand, counter-trends include local adaptation, lack of national norms and expectations, and a continuous stream of reforms sparked by constant comparison and competition, especially among developed nations. LeTendre will also discuss how universities that engage in teacher education need to be aware of these trends and maintain a critical perspective on how their research and training goals affect teachers' work