Exploring and Supporting Teacher Change: Two Third-Grade Teachers' Experiences in a Mathematics and Literacy Staff Development Project

By Hilda Borko, Kathryn H. Davinroy, C. L. Bliem, K. Cumbo. The Elementary school journal, 2000

118 citations recorded by the source corpus.

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Citations in the corpus

Teacher change and ''high-stakes'' assessment: what happens to professional development? $ (2004, background): “Finally, factors such as beliefs about teaching and learning (Ball, 1990; Cohen, 1990) and the extent to which teachers are able to become personally invested in learning and implementing a new practice ( Borko, Davinroy, Bliem, & Cumbo, 2000 ) impact its use and sustainability.”
Improving mathematics instruction through lesson study: a theoretical model and North American case (2009, background): “As Lave (1991) writes, ‘‘Developing an identity as a member of a community and becoming knowledgeably skillful are part of the same process (p. 63).’’ Studies indicate that shared tools (such as curriculum and assessment) and individual and community characteristics (such as beliefs about students a”
Changing practices: influences on classroom assessment (2006, methodology): “…literature is used for justification, either as a brief rationale for the work (e.g., Yung, 2001; Hall & Harding, 2002), as background information for a case (Borko et al., 2000; Lock & Munby, 2000; Treagust et al., 2001), or to explain a particular strategy (e.g., Swanson & Stevenson, 2002).”
Curriculum Materials for Elementary Reading: Shackles and Scaffolds for Four Beginning Teachers (2006, background): “Mentoring programs and new-teacher orientations need to include attention to curriculum materials so that both teachers and students are successful ( Borko, Davinroy, Bliem, & Cumbo, 2000; Hoffman et al., 1998).”
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability (2008, background): “These findings suggest that teachers’ beliefs may influence their practice (e.g., Borko et al., 2000).”
Is It a Challenge or a Threat? A Dual-Process Model of Teachers' Cognition and Appraisal Processes During Conceptual Change (2003, background): “From the conceptual change difficulties described by other researchers (e.g., Borko, Davinroy, Blien, and Cumbo, 2000; Brosnan, Edwards, and Erickson, 1996; Frykholm, 1996; Grant, Peterson, and Shojgreen-Downer, 1996), we can surmise this is true for teachers and for students.”
Enhancers and Inhibitors of Teacher Change among Secondary Physical Educators (2007, result): “This confirms earlier work suggesting teacher beliefs impact the change process (Borko et al., 2000).”
Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform (2007, background): “Other studies suggest that preexisting subject matter beliefs and personal practice theories also affect how reforms are implemented ( Borko, Davinroy, Bliem, & Cumbo, 2000; Laplante, 1997).”
Unveiling Professional Development: A Critical Review of Stage Models (2006, background): “They also demonstrate that professional development involves not simply accumulating knowledge and skills, but learning to deal with the situations encountered in qualitatively different and more complex ways (as Borko and colleagues also demonstrate empirically in relation to teaching; Borko et al.”