Capturing Teachers’ Generative Change: A Follow-Up Study of Professional Development in Mathematics

By M. Franke, T. P. Carpenter, L. Levi, É. Fennema. 2001

586 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ece3cc1873b77dea41571b55817bd89a03fae807

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Citations in the corpus

School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction (2017, background): “…of student assessment during PLCs. Focusing on students’ mathematical work during PLC deliberations is noteworthy as research shows that teachers often change their beliefs about mathematics instruction when they attend to the development of students’ mathematical thinking (Franke et al., 2001).”
Inquiry into Children's Mathematical Thinking as a Means to Teacher Change (2004, methodology): “ Franke et al. (2001) found that the most profound change among a group of 22 CGI teachers occurred for those who engaged in practical inquiry into children’s thinking.”
What is the nature of knowledge development in lesson study? (2009, background): “Likewise, experiences that stimulate teachers’ curiosity about student thinking may be important in generating ongoing learning (Franke et al. 2001).”
Promoting professional inquiry for improved outcomes for students in New Zealand (2009, background): “Only one of the sources (Franke et al., 2001), cited by the authors, empirically tested the links between the development of this kind of community and improved outcomes for students.”
The Impact of Professional Noticing on Teachers' Adaptations of Challenging Tasks (2011, background): “Other research has connected teachers’ attention to children’s strategies to the sustained and generative development of teachers’ knowledge of student thinking (Franke et al., 2001; Franke & Khazemi, 2001) and ultimately to increases in student achievement (Carpenter, et al.”
Participants' Roles in the Context of a Video Club (2009, background): “Research in mathematics education and professional development has highlighted the fact that learning to attend to student thinking can help teachers teach mathematics for understanding ( Franke & Kazemi, 2001 ; Smith, 2001 ).”
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, background): “This is particularly noteworthy because research finds that teachers’ classrooms can become valuable sites for both teacher and student learning (Franke et al., 2001; Lampert, 2010; Sherin, 2002).”
Effects of Video Club Participation on Teachers' Professional Vision (2009, background): “Such research suggests that when teachers pay close attention to students’ ideas, the opportunities for student learning increase ( Franke, Carpenter, Levi, & Fennema, 2001 ).Yet making sense of student thinking on the fly has been show to be quite challenging for teachers (e.g., Heaton, 2000).”
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools (2009, background): “Second, Fullan (2000) noted that many collaborative teams and communities were identified for investigation after they were successful.”
Professional development focused on children's algebraic reasoning in elementary school (2007, background): “…them in ways that helped them develop notions of themselves as individuals and members of communities who could detail solutions, organize knowledge of students’ thinking, and use that information to guide instruction (Franke et al., 2001; Franke, Carpenter, Fennema, Ansell, & Behrend, 1998).”
Developing Visions of High-Quality Mathematics Instruction. (2014, background): “Others have described the teacher’s role with respect to discourse (Borko, 2004; Staples, 2007), student thinking (Franke et al. 2001), and choosing and employing tasks and activity structures (Clarke, 1997).”