Page 167 - Innovative Professional Development Methods and Strategies for STEM Education
P. 167
Supporting the Enactment of Standards-based Mathematics Pedagogies
Polly, D., McGee, J. R., Wang, C., Martin, C. S., Lambert, R. G., & Pugalee, D. K. (in press). Linking
professional development, teacher outcomes, and student achievement: The case of a learner-centered
mathematics program for elementary school teachers. International Journal of Educational Research.
Polly, D., & Mims, C. (2009). Designing professional development to support teachers’ TPACK and
integration of Web 2.0 technologies. In T. T. Kidd & I. Chen (Eds.), Wired for Learning: Web 2.0 Guide
for Educators (pp. 301–316).
Polly, D., & Orrill, C. H. (2012). Developing technological pedagogical and content knowledge (TPACK)
through professional development focused on technology-rich mathematics tasks. Meridian, 15. Retrieved
from http://ced.ncsu.edu/meridian/index.php/meridian/article/view/44/43
Polly, D., Wang, C., Martin, C. S., Lambert, R. G., Pugalee, D. K., Stephan, M., & Ringer, C. (2014,
April). Examining the influence of professional development on primary students’ mathematical achieve-
ment. Paper presented at the 2014 Annual Meeting of the American Educational Research Association.
Philadelphia, PA.
Polly, D., Wang, C., McGee, J. R., Lambert, R. G., Martin, C. S., & Pugalee, D. K. (2014). Examining
the influence of a curriculum-based elementary mathematics professional development program. Journal
of Research in Childhood Education, 28(3), 327–343. doi:10.1080/02568543.2014.913276
Richardson, K. (2012). How Children Learn Number Concepts: A Guide to the Critical Learning Phases.
Bellingham, WA: Math Perspectives.
Swan, M. (2006). Designing and using research instruments to describe the beliefs and practices of
mathematics teachers. Research in Education, 75(-1), 58–70. doi:10.7227/RIE.75.5
TERC. (2008). Investigations in Number, Data, and Space (2nd ed.). Saddle River, NJ: Pearson.
United States Department of Education. (2008). Foundations for Success: The Final Report of the Na-
tional Mathematics Advisory Panel. Retrieved from http://www2.ed.gov/about/bdscomm/list/mathpanel/
report/final-report.pdf
Wang, C., Polly, D., Lambert, R. G., Pugalee, D. K., & Evans, A. (2014, February). Examining the
influence of elementary mathematics professional development on formative assessment of teachers.
Presentation given at the Annual Meeting of the North Carolina Association for Research in Education:
Greensboro, NC.
Wang, C., Polly, D., Lehew, A., Pugalee, D., Lambert, R., & Martin, C. S. (2013). Supporting teach-
ers’ enactment of elementary school student-centered mathematics pedagogies: The evaluation of a
curriculum-focused professional development program. New Waves - Educational. [PubMed]. Research
for Development, 16(1), 76–91. Retrieved from http://www.caerda.org/journal/index.php/newwaves/
article/view/97/46 PMID:23154410
Work, A. P. A. Group of the Board of Educational Affairs (1997). Learner-centered psychological prin-
ciples: A framework for school reform and redesign. Washington, DC.
Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on
how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–
No. 033). Washington, DC: U.S. Department of Education; Retrieved from http://ies.ed.gov/ncee/edlabs
148