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• W1841606953 abstract "This special issue of MTED focuses on sustaining and scaling up teacher professional learning and development in mathematics. In the current context of politically-driven increased accountability for student outcomes, and ongoing curriculum reform in many countries, it is particularly timely. In both New Zealand and Australia, for instance, recent government initiatives have focused on reporting student achievement across schools, with an underlying implication that student achievement is strongly associated with teacher capability. Therefore, examining models of effective professional learning and development is essential. The papers presented here address the broad issue of sustaining and scaling up professional development through examining characteristics of mathematics professional development programs from a range of initiatives in five countries: Australia, New Zealand, the USA, Japan, and the UK. Several of the projects have been implemented widely over a number of years, have been the focus of multiple research projects, and are beyond the proof-of-concept phase described by Borko (2004) as Phase 1. As well-specified PD programs, they fit Borko’s Phase 2: scalable models implemented in different settings and/or by different PD providers. Japanese Lesson Study differs from these projects in that it has been undertaken by teachers in Japan for a number of years, with no outside funding. No longer restricted to the Japanese context, it has spread to Western education systems as a model of professional development for teachers. Research on all these initiatives contributes to the knowledge base about scaling up and sustainability, particularly when they are considered as a group. An overarching theme throughout this issue is the consideration of Borko’s (2004) two major questions: “What do we know about professional development programs and their impact on teacher learning?” and “What are important directions and strategies for extending our knowledge?” (p.3). More specifically, the themes emerging from the papers focus on three different, and central, perspectives on education – practice, research, and policy. The first theme is the elements of professional development models that make scaling up possible, such as the development of specific tools and networks of practice, and situating the development in a school-based context. A second theme involves the challenges" @default.
• W1841606953 created "2016-06-24" @default.
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• W1841606953 date "2013-03-28" @default.
• W1841606953 modified "2023-09-25" @default.
• W1841606953 title "Editorial: The Challenge of Sustaining and Scaling up Teacher Professional Learning and Development in Mathematics" @default.
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