Teachers, Tasks, and Tensions: Lessons from a Research-Practice Partnership

Autor/inn/en	Johnson, Raymond; Severance, Samuel; Penuel, William R.; Leary, Heather
Titel	Teachers, Tasks, and Tensions: Lessons from a Research-Practice Partnership
Quelle	In: Journal of Mathematics Teacher Education, 19 (2016) 2-3, S.169-185 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-015-9338-3
Schlagwörter	Research and Development; Theory Practice Relationship; Academic Standards; Professional Development; Mathematical Concepts; Mathematics; Mathematics Instruction; Task Analysis; Mathematics Teachers; Curriculum Implementation; Urban Schools; Algebra; Secondary School Mathematics; Interviews; Surveys; Mathematical Models; Partnerships in Education; Participant Observation; Instructional Design + Suchen Sie Ihr Suchwort? Forschung und Entwicklung; Theorie-Praxis-Beziehung; Mathematik; Mathematics lessons; Mathematikunterricht; Aufgabenanalyse; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Mathematical model; Mathematisches Modell; Hochschulpartnerschaft; Teilnehmende Beobachtung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	How teachers make sense of new academic standards significantly shapes the implementation of those standards. Professional development organized around the analysis of mathematical tasks has potential to prepare teachers for standards implementation by helping them develop common understandings of standards and how to help students meet ambitious new learning goals. In practice, however, designers and participants bring different goals to the professional development context, which becomes evident when teachers engage in task analysis. In this article, we use the design "tensions framework" (Tatar in "Human Comput Interact" 22(4):413-451, 2007. doi: 10.1080/07370020701638814) to analyze these tensions within a research-practice partnership comprised of five university researchers, three district curriculum leaders from a large urban school district, 12 high school Algebra 1 teachers from nine schools in the district, and a small team of Web engineers. Primary data for the study consist of participant observation and field notes of meetings in which project stakeholders negotiated the design of the professional development, as well as interview and survey data. An analysis based on the design tensions framework helped our partnership surface, both in the moment and retrospectively, the need for designers of professional development focused on standards implementation to be adaptive and willing to evolve activities to satisfy multiple stakeholders' goals for participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01