Professional Development Standards and Practices in Elementary School Mathematics

By H. Hill. The Elementary school journal, 2004

104 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/5d2be3142d3c74e5a24f7d4066a93d9c58d1d537

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Statistics and Probability

Citations in the corpus

Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development (2015, background): “(Bransford, Brown, & Cocking, 2000), and this knowledge in turn is essential to improving teaching and learning (Elmore, 1996; Hill, 2004).”
Learning Mathematics for Teaching: Results from California's Mathematics Professional Development Institutes (2004, result): “In contrast to other professional development programs observed by the first author, where mathematics was often pointed to but seldom explored (Hill, 2004; see also Wilson, 2002), these programs were full of mathematical content (for a similar observation, see also Madfes & Holtzman, 2001).”
School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction (2017, result): “These findings are consistent with broader work on teacher professional development that suggests providing teachers with learning opportunities that focus on curriculum and content can enable change in their instructional beliefs, knowledge, and practices (Desimone, Porter, Garet, Yoon, & Birman, 2”
Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities (2012, methodology): “For the project, we developed a course consistent with current recommendations for professional development (e.g., Desimone, 2009; Elmore, 2002; Hill, 2004) as well as research on the effectiveness of professional development (e.”
Professional Development in the Accountability Context: Building Capacity to Achieve Standards (2010, background): “Hill (2004) observed 13 mathematics professional development sessions and evaluated them based on the extent to which they reflected features of quality professional development outlined in the literature (e.g., Garet et al., 2001).”
Professional Noticing of Children's Mathematical Thinking. (2010, background): “fragmented (Hawley & Valli, 1999; Hill, 2004; Sowder, 2007; Sparks & Hirsh, 1997); however, our study context provided a unique opportunity for investigation of the effects of professional development that was sustained over 4 or more years.”
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, background): “…more information on when and how the elements of the model and critical features of professional development are effective will help districts and schools use the information to design and choose more effective professional development, a current pressing challenge for practitioners (Hill, 2004).”