Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development

REFERENCES

• Alpert , B. R. 1987 . Active, silent and controlled discussions: Explaining variations in classroom conversation . Teaching and Teacher Education , 3 ( 1 ) : 29 – 40 .
   Google Scholar
• Bakhtin , M. 1981 . The dialogic imagination: Four essays , Austin : University of Texas Press .
   Google Scholar
• Barrows , H. S. and Tamblyn , R. M. 1980 . Problem-based learning: An approach to medical education , New York, NY : Springer .
   Google Scholar
• Borko , H. 2004 . Professional development and teacher learning: Mapping the terrain . Educational Researcher , 33 ( 8 ) : 3 – 15 .
   Google Scholar
• Borko , H. , Jacobs , J. , Eiteljorg , E. and Pittman , M. E. 2008 . Video as a tool for fostering productive discussions in mathematics professional development . Teaching and Teacher Education , 24 : 417 – 436 .
   Web of Science ®Google Scholar
• Boyd , M. and Rubin , D. 2006 . How contingent questioning promotes extended student talk: A function of display questions . Journal of Literacy Research , 38 : 141 – 169 .
   Web of Science ®Google Scholar
• Bryan , L. A. 2003 . Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning . Journal of Research in Science Teaching , 40 : 835 – 868 .
   Web of Science ®Google Scholar
• Cazden , C. 1986 . “ Classroom discourse ” . In Handbook of research on teaching , 3rd , Edited by: Wittrock , M. C. 432 – 463 . New York, NY : Macmillan .
   Google Scholar
• Chen , S. 2006 . Development of an instrument to assess views on nature of science and attitudes toward teaching science . Science Education , 90 : 803 – 819 .
   Web of Science ®Google Scholar
• Chin , C. 2006 . Classroom interaction in science: Teacher questioning and feedback to students' responses . International Journal of Science Education , 28 : 1315 – 1346 .
   Web of Science ®Google Scholar
• Chin , C. 2007 . Teacher questioning in science classrooms: Approaches that stimulate productive thinking . Journal of Research in Science Teaching , 44 : 815 – 843 .
   Web of Science ®Google Scholar
• Cochran-Smith , M. and Lytle , S. L. 1999 . The teacher research movement: A decade later . Educational Researcher , 28 ( 7 ) : 15 – 25 .
   Google Scholar
• Crawford , V. M. , Schlager , M. , Toyama , Y. , Riel , M. and Vahey , P. Characterizing adaptive expertise in science teaching: Report on a laboratory study of teacher reasoning . Paper presented at the annual meeting of the American Educational Research Association . Quebec, Canada. April . Montreal .
   Google Scholar
• Derry , S. J. , Hmelo-Silver , C. E. , Nagarajan , A. , Chernobilsky , E. and Beitzel , B. D. 2006 . Cognitive transfer revisited: Can we exploit new media to solve old problems on a large scale? . Journal of Educational Computing Research , 35 ( 2 ) : 145 – 162 .
   Google Scholar
• Glaser , B. G. and Strauss , A. L. 1967 . The discovery of grounded theory: Strategies for qualitative research , New York, NY : Aldine .
   Google Scholar
• Glenn , P. J. , Koschmann , T. and Conlee , M. 1999 . Theory presentation and assessment in a problem-based learning group . Discourse Processes , 27 ( 2 ) : 119 – 133 .
   Web of Science ®Google Scholar
• Gravani , M. N. 2008 . Academics and practitioners: Partners in generating knowledge or citizens of two different worlds? . Teaching and Teacher Education , 24 : 649 – 659 .
   Web of Science ®Google Scholar
• Grave , W. S. D. , Boshuizen , H. P. A. and Schmidt , H. G. 1996 . Problem based learning: Cognitive and metacognitive processes during problem analysis . Instructional Science , 24 ( 5 ) : 321 – 341 .
   Google Scholar
• Grossman , P. , Wineburg , S. and Woolworth , S. 2001 . Toward a theory of teacher community . Teachers College Record , 103 : 942 – 1012 .
   Web of Science ®Google Scholar
• Hak , T. and Maguire , P. 2000 . Group process: The black box of studies on problem-based learning . Academic Medicine , 75 : 769 – 772 .
   PubMed Web of Science ®Google Scholar
• Hiebert , J. , Morris , A. K. , Berk , D. and Jansen , A. 2007 . Preparing teachers to learn from teaching . Journal of Teacher Education , 58 ( 1 ) : 47 – 61 .
   Web of Science ®Google Scholar
• Hmelo-Silver , C. E. 2004 . Problem-based learning: What and how do students learn? . Educational Psychology Review , 16 : 235 – 266 .
   Web of Science ®Google Scholar
• Hmelo-Silver , C. E. and Barrows , H. S. 2006 . Goals and strategies of a problem-based learning facilitator . Interdisciplinary Journal of Problem-Based Learning , 1 ( 1 ) : 21 – 39 .
   Google Scholar
• Hmelo-Silver , C. E. and Barrows , H. S. 2008 . Facilitating collaborative knowledge building . Cognition and Instruction , 26 : 48 – 94 .
   Web of Science ®Google Scholar
• Hogan , K. , Nastasi , B. K. and Pressley , M. 1999 . Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions . Cognition and Instruction , 17 : 379 – 432 .
   Web of Science ®Google Scholar
• Horn , I. S. 2005 . Learning on the job: A situated account of teacher learning in high school mathematics departments . Cognition and Instruction , 23 : 207 – 236 .
   Web of Science ®Google Scholar
• Horn , I. S. 2010 . Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community . Teachers College Record , 112 : 225 – 259 .
   Web of Science ®Google Scholar
• Jordan , B. and Henderson , A. 1995 . Interaction analysis: Foundations and practice . Journal of the Learning Sciences , 4 : 39 – 103 .
   Web of Science ®Google Scholar
• Labaree , D. F. 2003 . The peculiar problems of preparing educational researchers . Educational Researcher , 32 ( 4 ) : 13 – 22 .
   Google Scholar
• Lemke , J. L. 1990 . Talking science: Language, learning and values , Norwood, NJ : Ablex .
   Google Scholar
• Levin , B. E. 2001 . Energizing teacher education and professional development with problem-based learning , Alexandria, VA : Association for Supervision and Curriculum Development .
   Google Scholar
• Little , J. W. and Horn , I. S. 2007 . “Normalizing” problems of practice: Converting routine conversation into a resource for learning in professional communities ” . In Professional learning communities: Divergence, depth and dilemmas , Edited by: Stoll , L. and Louis , K. S. 79 – 92 . London, , England : Open University Press .
   Google Scholar
• Loucks-Horsley , S. , Love , N. , Stiles , K. E. , Mundry , S. and Hewson , P. W. 2003 . Designing professional development for teachers of science and mathematics , 2nd , Thousand Oaks, CA : Corwin Press .
   Google Scholar
• Lumpe , A. 2007 . Research-based professional development: Teachers engaged in professional learning communities . Journal of Science Teacher Education , 18 ( 1 ) : 125 – 128 .
   Google Scholar
• McConnell , T. J. , Eberhardt , J. , Parker , J. M. , Stanaway , J. C. , Lundeberg , M. A. , Koehler , M. J. … and the staff of The PBL Project for Teachers . 2008 . The PBL Project for Teachers: Using problem-based learning to guide K-12 science teachers' professional development . MSTA Journal , 53 ( 1 ) : 16 – 21 .
   Google Scholar
• McConnell , T. J. , Stanaway , J. C. , Parker , J. M. , Eberhardt , J. , Heidemann , M. and Urban-Lurain , M. Gauging changes in teachers' science content knowledge: Can problem-based professional development lead to deeper understanding? . Paper presented at the annual meeting of the National Association for Research in Science Teaching . Garden Grove, CA. April .
   Google Scholar
• McLaughlin , M. W. and Talbert , J. E. 2001 . Professional communities and the work of high school teaching , Chicago, IL : University of Chicago Press .
   Google Scholar
• National Research Council . 1996 . National science education standards: Observe, interact, change, learn , Washington, DC : National Academies Press .
   Google Scholar
• Nystrand , M. , Wu , L. L. , Gamoran , A. , Zeiser , S. and Long , D. A. 2003 . Questions in time: Investigating the structure and dynamics of unfolding classroom discourse . Discourse Processes , 35 ( 2 ) : 135 – 198 .
   Web of Science ®Google Scholar
• O'Connor , M. C. and Michaels , S. 1993 . Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy . Anthropology and Education Quarterly , 24 : 318 – 335 .
   Web of Science ®Google Scholar
• Putnam , R. T. and Borko , H. 2000 . What do new views of knowledge and thinking have to say about research on teacher learning? . Educational Researcher , 29 ( 1 ) : 4 – 15 .
   Google Scholar
• Roth , K. J. 2007 . “ Science teachers as researchers ” . In Handbook of research on science education , Edited by: Abell , S. K. and Lederman , N. G. 1205 – 1259 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Roth , W.-M. 1996 . Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses . Journal of Research in Science Teaching , 33 : 709 – 736 .
   Web of Science ®Google Scholar
• Rousseau , C. K. 2004 . Shared beliefs, conflict, and a retreat from reform: The story of a professional community of high school mathematics teachers . Teaching and Teacher Education , 20 : 783 – 796 .
   Web of Science ®Google Scholar
• Scardamalia , M. and Bereiter , C. 2006 . “ Knowledge building: Theory, pedagogy, and technology ” . In The Cambridge handbook of the learning sciences , Edited by: Sawyer , K. 97 – 118 . New York, NY : Cambridge University Press .
   Google Scholar
• Schön , D. 1983 . The reflective practitioner: How professionals think in action , New York, NY : Basic Books .
   Google Scholar
• Schwartz , D. L. and Bransford , J. D. 1998 . A time for telling . Cognition and Instruction , 16 : 475 – 522 .
   Web of Science ®Google Scholar
• Scott , P. H. , Mortimer , E. F. and Aguiar , O. G. 2006 . The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons . Science Education , 90 : 605 – 631 .
   Web of Science ®Google Scholar
• Seymour , J. R. and Lehrer , R. 2006 . Tracing the evolution of pedagogical content knowledge as the development of interanimated discourses . Journal of the Learning Sciences , 15 : 549 – 582 .
   Web of Science ®Google Scholar
• Shin , T. S. , Koehler , M. J. , Lundeberg , M. A. , Zhang , M. , Eberhardt , J. , Zhang , T. and Paik , S. The impact of problem-based learning professional development on science teachers' self-efficacy and their teaching practices . Paper presented at the annual meeting of American Educational Research Association . Denver, CO. April .
   Google Scholar
• Sinclair , J. and Coulthard , M. 1975 . Towards an analysis of discourse , London, , England : Oxford University Press .
   Google Scholar
• Trausan-Matu , S. , Stahl , G. and Sarmiento , J. 2006 . “ Polyphonic support for collaborative learning ” . In Groupware: Design, implementation, and use, 12th International Workshop CRIWG 2006, LNCS 4154 , Edited by: Dimitriadis , Y. , Zigurs , I. and ómez-Sánchez , E. G . 132 – 139 . Berlin, Germany : Springer-Verlag .
   Google Scholar
• van Es , E. A. 2009 . Participants' roles in the context of a video club . Journal of the Learning Sciences , 18 : 100 – 137 .
   Web of Science ®Google Scholar
• van Zee , E. H. , Iwasyk , M. , Kurose , A. , Simpson , D. and Wild , J. 2001 . Student and teacher questioning during conversations about science . Journal of Research in Science Teaching , 38 : 159 – 190 .
   Web of Science ®Google Scholar
• van Zee , E. H. and Minstrell , J. 1997 . Using questioning to guide student thinking . Journal of the Learning Sciences , 6 : 227 – 269 .
   Web of Science ®Google Scholar
• Vescio , V. , Ross , D. and Adams , A. 2008 . A review of research on the impact of professional learning communities on teaching practice and student learning . Teaching and Teacher Education , 24 : 80 – 91 .
   Web of Science ®Google Scholar
• Walker , A. and Leary , H. 2009 . A problem based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels . Interdisciplinary Journal of Problem-Based Learning , 3 ( 1 ) : 12 – 43 .
   Google Scholar
• Weizman , A. , Covitt , B. A. , Koehler , M. J. , Lundeberg , M. A. , Oslund , J. A. , Low , M. R. … and Urban-Lurain , M. 2008 . Measuring teachers' learning from a problem-based learning approach to professional development in science education . The Interdisciplinary Journal of Problem-based Learning , 2 ( 2 ) : 29 – 60 .
   Google Scholar
• Wells , G. 1993 . Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom . Linguistics and Education , 5 ( 1 ) : 1 – 37 .
   Google Scholar
• Wells , G. and Arauz , R. M. 2006 . Dialogue in the classroom . Journal of the Learning Sciences , 15 : 379 – 428 .
   Web of Science ®Google Scholar
• Zhang , J. , Scardamalia , M. , Lamon , M. , Messina , R. and Reeve , R. 2007 . Socio-cognitive dynamics of knowledge building in the work of nine- and ten-year-olds . Educational Technology Research and Development , 55 ( 2 ) : 117 – 145 .
   Web of Science ®Google Scholar
• Zhang , M. , Lundeberg , M. , Koehler , M. J. and Eberhardt , J. 2011 . Understanding affordances and challenges of three types of video for teacher professional development . Teaching and Teacher Education , 27 : 454 – 462 .
   Web of Science ®Google Scholar
• Zhang , M. , Lundeberg , M. , McConnell , T. J. , Koehler , M. J. and Eberhardt , J. 2010 . Using questioning to facilitate discussion of science teaching problems in teacher professional development . Interdisciplinary Journal of Problem-Based Learning , 4 ( 1 ) : 57 – 82 .
   Google Scholar