Prediction Questions In The Elementary Classroom: Transitioning From A Professional Development Experience To Classroom Enactment
College of Liberal Arts and Sciences
Arts and Humanities | Physical Sciences and Mathematics
There is a burgeoning concern among researchers, educators, and policymakers to develop teacher capacities through professional development (PD) as a means for improving instructional practices to increase student learning and achievement. In this paper we share results of a study, utilizing a levels of transfer framework to investigate how three elementary school teachers transition their knowledge from a PD experience into classroom practice; in particular, how does use of prediction questions serve as a catalyst for promoting reform-teaching practice?
34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2012)
Billings, Esther and Kasme, Lisa, "Prediction Questions In The Elementary Classroom: Transitioning From A Professional Development Experience To Classroom Enactment" (2013). Faculty Scholarly Dissemination Grants. 1259.
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