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Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education, Vol 7 (p. 548-556). Oxford, England: Elsevier.

Teacher professional development (PD) has been in high demand during the last decade, and the design and dissemination of new PD models have been the impetus for conversations among educators around the world. Previously called teacher inservice training, the preferred label by scholars and practitioners is now “teacher professional development.” In this chapter we consider the distinction between “inservice training” and “professional development,” and we discuss the current literature on features of high-quality PD. We also provide examples of programs that illustrate these features and consider the emerging use of new technologies to enhance PD opportunities.

Jacobs, J., Borko, H., & Koellner, K. (2009). The power of video as a tool for professional development and research: Examples from the Problem-Solving Cycle. T. Janik, & T. Seidel (Eds.), The Power of Video Studies in Investigating Teaching and Learning in the Classroom (p. 259-273). Munster, Germany: Waxmann.

Koellner, K., Pittman, M., & Frykholm, J. (2008). Talking generally or generally talking: Conversations in an algebra classroom. Mathematics Teaching in the Middle School, 14(5), 304–310.

Koellner, K., Schneider, C., Roberts, S., Jacobs, J., & Borko, H. (2008). Using the Problem-Solving Cycle model of professional development to support novice mathematics instructional leaders. To appear in F. Arbaugh & P. M. Taylor (Eds.), Inquiry into Mathematics Teacher Education. Association of Mathematics Teacher Educators (AMTE) Monograph Series, Volume 5, 59-70.

Roberts, S. A. (2009). Middle school mathematics teachers' conceptions of English Language Learners and strategies to support them: An examination of two professional development communities of practice. Unpublished doctoral dissertation, University of Colorado at Boulder.

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STAAR Articles

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.

In this paper, we briefly describe the Problem-Solving Cycle model and present it as an "existence proof" of effective professional development. A short case study traces one teacher’s learning and instructional changes throughout his participation in the professional development program.

Borko, H., Frykholm, J. A., Pittman, M., Eiteljorg, E., Nelson, M., Jacobs, J., Clark, K. K., & Schneider, C. (2005). Preparing teachers to foster algebraic thinking. Zentralblatt für Didaktik der Mathematik: International Reviews on Mathematical Education, 37(1), 43–52.

This paper provides an overview of the summer algebra institute. The paper describes our conceptual framework, outlines the structure and goals of the professional development program, shares initial findings, and discusses some implications of our research.

Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M.E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436.

In this paper we focus on our use of video in the professional development program to foster productive conversations about teaching and learning. We examine the nature of teachers’ discussions around video and how these discussions changed over time.

Clark, K. K., & Borko, H. (2004). Establishing a professional learning community among middle school mathematics teachers. In M. J. Hoines & A. Fuglestad (Eds.), Proceedings of the Twenty-eighth Conference of the International Group for the Psychology of Mathematical Education (Vol. 2, pp. 223–230). Bergen, Norway: Bergen University College.

This paper focuses on how a professional learning community began to develop in the summer algebra institute that initiated our PD program. We examined marker activities that fostered the development of community across five dimensions.

Clark, K. K., & Jacobs, J. (2005, June). Using video to support teacher learning: Theory and practice response. AMTE Connections, 14(3), 9–11.

This paper is a short response to the question "How can video support inservice and preservice teacher learning?" The paper describes how we used video of teachers’ classrooms in our professional development program as a tool for promoting analysis, discussion, and change in instructional practice.

Clark, K. K., Jacobs, J. Pittman, M., & Borko, H. (2005). Strategies for building mathematical communication in the middle school classroom: Modeled in professional development, implemented in the classroom. Current Issues in Middle Level Education, 11(2), 1–12.

We describe specific strategies for fostering mathematical communication that were modeled in the summer algebra institute and then implemented by one of the participating teachers in her middle school classroom.

Jacobs, J. K., Borko, H., Koellner, K., Schneider, C., Eiteljorg, E., & Roberts, S. A. (2007). The Problem-Solving Cycle: A model of mathematics professional development. Journal of Mathematics Education Leadership, 10(1), 42–57.

In this paper we present the conceptual framework of the PSC, decisions central to planning and carrying out each workshop, and initial findings regarding its impact on teachers’ knowledge.

Koellner, K., Jacobs, J., Borko, H., Schneider, C., Pittman, M.E., Eiteljorg, E., Bunning, K., & Frykholm, J. (2007). The problem-solving cycle: A model to support the development of teachers' professional knowledge. Mathematical Thinking and Learning, 9(3), 273–303.

This paper describes the general focus and goals of the Problem-Solving Cycle workshops, details of their enactment, and the opportunities participants have to expand their content and pedagogical content knowledge in each of the three workshops.

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