Teachers’ PD uptake: how visual representations impacted mathematics teaching

This study provides an in-depth examination of two teachers who participated in a mathematics professional development project that focused on linguistically responsive teaching and what the teachers took up and used in their classrooms 3-4 years after their participation in the project. Survey, interview and classroom video data were analysed in order to explore the ways in which the teachers’ learning from the PD endured over time. Results indicate that the teachers remembered, continued to use and hone their use of visual representations as a strategy to provide access to English learners. These strategies and implementation use were aligned to the goals and intention of the PD. Furthermore, they extended and transferred this knowledge to other content areas and to remote teaching settings

Down the road: teacher’s perceptions and uptake of PD after several years

This study captured middle and high school teachers’ perceptions of what they learned from professional development 3-4 years after participating in one of three NSF funded year-long professional development (PD) projects. We surveyed teachers (n=66) from three different PD projects on the types of content, pedagogy, and resources that they remembered learning and continue to use when teaching mathematics. Results indicate that teachers remember and use many aspects from PD experiences 3-4 years down the road especially those they find relevant to their current teaching position. Most residual learnings from PD also appear to be highly aligned with the goals and intentions of the PD developers and researchers and these learnings have evolved through colleague collaboration and other PD opportunities

Prosodic Choice: Effects of Speaker Awareness and Referential Context

These experiments were designed to discover whether untrained speakers produce prosodic cues that are sufficient to allow listeners to interpret ambiguous PP-attachments. A referential communication task was used to elicit productions of ambiguous sentences and determine whether listeners could use prosodic cues to correctly interpret these ambiguities in context. In Experiment 1, the referential context supported both potential interpretations of the ambiguity. Acoustic analyses indicated that Speakers produced potentially informative prosodic cues

Teachers’ perceptions and uptake of professional development overtime

This study captured middle and high school teachers’ perceptions of what they learned from professional development (PD) 3–4 years after participating in one of three National Science Foundation funded year-long PD projects. We surveyed 66 teachers from three different PD projects on the types of content, pedagogy, and resources that they remembered learning and continue to use when teaching mathematics. Results indicate that teachers remember and use many aspects from their PD experiences 3–4 years down the road. Most residual learnings from PD also appear to be highly aligned with the goals and intentions of the PD developers and researchers and may be related to the kind of PD design on the adaptive-specified continuum