In collaboration with EDC’s Center for Leadership and Learning Communities, this research project investigates two overarching questions: (1) What do teachers learn by participating in professional development programs that use classroom records and artifacts? and (2) What aspects of their learning do teachers apply to their classroom practice? The study examines teachers’ learning as they participate in one of two professional development programs that focus on analysis of classroom artifacts, Fostering Algebraic Thinking Toolkit or Video Cases for Mathematics Professional Development.
Directors: Mark Driscoll , Lynn T. Goldsmith
Duration: 2003–2006
Funder: National Science Foundation