Incorporating practitioner inquiry into an online professional development program: the Prime Online experience

References

• Albers, P., et al., 2015. Critical spaces for critical times: global conversations in literacy research as an open professional practice and development resource. Global education review, 2 (3), 46–67.
   Google Scholar
• Amiel, T. and Reeves, T.C., 2008. Design-based research and educational technology: rethinking technology and the research agenda. Journal of educational technology & society, 11 (4), 29–40.
   Web of Science ®Google Scholar
• Athanases, S.Z., Bennett, L.H. and Wahleithner, J.M., 2013. Fostering data literacy through preservice teacher inquiry in english language arts. The Teacher Educator, 48, 8–28.10.1080/08878730.2012.740151
   Google Scholar
• Ball, D.L., 1990. The mathematical understandings that prospective teachers bring to teacher education. Journal of teacher education, 90 (4), 449–466.
   Google Scholar
• Ball, D.L., 1994. Developing mathematics reform: what don’t we know about teacher learning – but would make good working hypotheses? Conference for teacher enhancement in mathematics K–6, 18–20November 1994 Arlington, Virginia, 1–48.
   Google Scholar
• Ball, D.L., Thames, M.H. and Phelps, G., 2008. Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59 (5), 389–407.10.1177/0022487108324554
   Web of Science ®Google Scholar
• Butler, D.L. and Schnellert, L., 2012. Collaborative inquiry in teacher professional development. Teaching and Teacher Education, 28 (8), 1206–1220.10.1016/j.tate.2012.07.009
   Web of Science ®Google Scholar
• Carr, W. and Kemmis, S., 1986. Becoming critical: knowing through inquiry. Geelong, Victoria, Australia: Deakin University Press.
   Google Scholar
• Cochran-Smith, M. and Lytle, S.L., 1993. Inside/outside: teacher research and knowledge. New York, NY: Teachers College Press.
   Google Scholar
• Cochran-Smith, M. and Lytle, S.L., 1999. Relationships of knowledge and practice: teacher learning in communities. Review of research in education, 24 (1), 249–305.
   Web of Science ®Google Scholar
• Cochran-Smith, M. and Lytle, S.L., 2001. Beyond certainty: taking an inquiry stance on practice. In: A. Lieberman and L. Miller, eds. Teachers caught in the action: professional development that matters. New York, NY: Teachers College Press, 45–58.
   Google Scholar
• Cochran-Smith, M. and Lytle, S.L., 2009. Inquiry as stance: practitioner research for the next generation. New York, NY: Teachers College Press.
   Google Scholar
• Corbin, J. and Strauss, A., 2008. Basics of qualitative research. 3rd ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Dana, N.F., 2013. Digging deeper into action research: A teacher inquirer’s field guide. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Dana, N.F., et al., 2013. Taking action research in teacher education online: Exploring the possibilities. In R. Hartshorne et al., eds., Teacher education programs and online learning tools: Innovations in teacher preparation. Hershey, PA: IGI Global, 357–374.
   Google Scholar
• Dana, N.F. and Yendol-Hoppey, D., 2008. The reflective educator’s guide to professional development: Coaching inquiry-oriented learning communities. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Dana, N.F. and Yendol-Hoppey, D., 2014. The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. 3rd ed. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Dawson, K. and Dana, N.F., 2007. When curriculum-based, technology enhanced field experiences and teacher inquiry coalesce: An opportunity for conceptual change? British journal of educational technology, 38 (4), 656–667.
   Web of Science ®Google Scholar
• Dede, C., et al., 2009. A research agenda for online teacher professional development. Journal of teacher education, 60 (1), 8–19.
   Web of Science ®Google Scholar
• Design-Based Research Collective, 2003. Design-based research: An emerging paradigm for educational inquiry. Educational researcher, 32 (1), 5–8.
   Google Scholar
• Desimone, L.M., 2009. Improving impact studies of teachers' professional development: toward better conceptualizations and measures. Educational researcher, 38 (3), 181–199.10.3102/0013189X08331140
   Web of Science ®Google Scholar
• Dougiamas, M., 1999. Moodle (version 3) [software]. Available from http://moodle.com/
   Google Scholar
• Dresser, R., 2007. The effects of teacher inquiry in the bilingual language arts classroom. Teacher education quarterly, 34 (3), 53–66.
   Google Scholar
• Erickson, F., 1986. Qualitative methods in research on teaching. In: M.C. Wittrock, ed. Handbook on research of teaching. 3rd ed. New York, NY: Macmillan Publishing Company, 119–161.
   Google Scholar
• Fuchs, D. and Fuchs, L.S., 2006. Introduction to response to intervention: what, why, and how valid is it? Reading research quarterly, 41 (1), 93–99.10.1598/RRQ.41.1.4
   Web of Science ®Google Scholar
• Garet, M.S., et al., 2001. What makes professional development effective? results from a national sample of teachers. American education research journal, 38 (4), 915–945.10.3102/00028312038004915
   Web of Science ®Google Scholar
• Geary, D.C., 2004. Mathematics and learning disabilities. Journal of learning disabilities, 37, 4–15.10.1177/00222194040370010201
   PubMed Web of Science ®Google Scholar
• Gersten, R., et al., 2009a. Assisting students struggling with mathematics: response to intervention (RtI) for elementary and middles schools. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute for Education Sciences, U.S. Department of Education.
   Google Scholar
• Gersten, R.M., et al., 2009b. Mathematics instruction for students with learning disabilities: a meta-analysis of instructional components. Review of educational research, 79 (3), 1202–1242.10.3102/0034654309334431
   Web of Science ®Google Scholar
• Gravenmeijer, K. and Eerde, D., 2009. Design research as a means for building a knowledge base for teachers and teaching in mathematics education. The elementary school journal, 109 (5), 510–524.10.1086/596999
   Web of Science ®Google Scholar
• Griffin, C.C., et al. (2014, April). Prime Online: Teacher professional development for inclusive elementary mathematics classrooms. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
   Google Scholar
• Hagevik, R., Aydeniz, M. and Rowell, C.G., 2012. Using action research in middle level teacher education to evaluate and deepen reflective practice. Teaching and teacher education, 28 (5), 675–684.10.1016/j.tate.2012.02.006
   Web of Science ®Google Scholar
• Hill, H.C., Ball, D.L. and Schilling, S.G., 2008. Unpacking pedagogical content knowledge: conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for research in mathematics education, 39 (4), 372–400.
   Web of Science ®Google Scholar
• Hodges, T.E., Rose, T.D. and Hicks, A.D., 2012. Interviews as RtI tools. Teaching children mathematics, 19 (1), 36.
   Google Scholar
• Hyland, N.E. and Noffke, S.E., 2005. Understanding diversity through social and community inquiry: an action-research study. Journal of teacher education, 56 (4), 367–381.10.1177/0022487105279568
   Web of Science ®Google Scholar
• Kilpatrick, J., Swafford, J. and Findell, B., eds., 2001. Adding it up: helping children learn mathematics. Washington, DC: National Academy Press.
   Google Scholar
• Levin, B.B. and Rock, T.C., 2003. The effects of collaborative action research on preservice and experienced teacher partners in professional development schools. Journal of teacher education, 54 (2), 135–149.10.1177/0022487102250287
   Web of Science ®Google Scholar
• Lortie, D.C., 1975. Schoolteacher: a sociological study. Chicago, IL: The University of Chicago Press.
   Google Scholar
• Loughran, J., et al., eds., 2004. International handbook of research of self-study of teaching and teacher education practice. Amsterdam, Netherlands: Kluwer.
   Google Scholar
• Marshall, C. and Rossman, G.B., 2010. Designing qualitative research. 5th ed. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Martin, R.J., 2005. An American dilemma: Using action research to frame social class as an issue of social justice in teacher education courses. Teacher education quarterly, 32 (2), 5–22.
   Google Scholar
• McConnell, et al., 2013. Virtual professional learning communities: teachers’ perceptions of virtual versus face-to-face professional development. Journal of science education and technology, 22, 267–277.10.1007/s10956-012-9391-y
   Web of Science ®Google Scholar
• National Council of Teachers of Mathematics, 2000. Principles and standards for school mathematics. Reston, VA: NCTM.
   Google Scholar
• National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010. Common core state standards for mathematics. Washington, DC: NGACBP & CCSSO.
   Google Scholar
• Noffke, S., 1997. Professional, personal, and political dimensions of inquiry. In: M. Apple, ed. Review of research in education. vol 22. Washington, DC: American Educational Research Association, 305–343.
   Google Scholar
• Pape, S.J., et al., 2015. Prime online: Developing grades 3-5 teachers’ content knowledge for teaching mathematics in an online professional development program. Contemporary issues in technology and teacher education, 15 (1), 14–43.
   Google Scholar
• Patton, M.Q., 2002. Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Patton, M.Q., 2015. Qualitative research and evaluation methods. 4th edition. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Prestridge, S. and Tondeur, J., 2015. Exploring elements that support teacher engagement in online professional learning. Education sciences, 5, 199–219.10.3390/educsci5030199
   Web of Science ®Google Scholar
• Rinke, C.R. and Stebick, D.M., 2013. “Not just learning about it but actually doing it”: the evolution of a teacher inquiry culture. Action in teacher education, 35 (1), 72–84.10.1080/01626620.2012.743443
   Google Scholar
• Saldana, J., 2013. The coding manual for qualitative researchers. 2nd ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Siegler, R., et al., 2010. Developing effective fractions instruction for kindergarten through 8th grade. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute for Education Sciences, U.S. Department of Education.
   Google Scholar
• Slavit, D. and Nelson, T.H., 2010. Collaborative teacher inquiry as a tool for building theory on the development and use of rich mathematical tasks. Journal of mathematics teacher education, 13 (3), 201–221.10.1007/s10857-009-9136-x
   Google Scholar
• Somekh, B. and Zeichner, K., 2009. Action research for educational reform: remodeling inquiry theories and practices in local contexts. Educational inquiry, 17 (1), 5–21.
   Google Scholar
• Suh, J.M., 2007. Tying it all together. Teaching children mathematics, 14 (3), 163–169.
   Google Scholar
• Wallace, C.S., 2013. Promoting shifts in preservice science teachers’ thinking through teaching and action research in informal science settings. Journal of science teacher education, 24 (5), 811–832.
   Google Scholar
• Wenger, E., 1998. Communities of practice: Leaning, meaning, and identity. New York, NY: Cambridge University Press.10.1017/CBO9780511803932
   Google Scholar
• Whitehouse, P., et al., 2006. An overview of current findings from empirical research on online teacher professional development. In: C. Dede, ed. Online professional development for teachers: Emerging models and methods. Cambridge, MA: Harvard Education Press, 13–30.
   Google Scholar
• Ysseldyke, J. and Tardrew, S., 2007. Use of a progress monitoring system to enable teachers to differentiate mathematics instruction. Journal of applied school psychology, 24 (1), 1–28.10.1300/J370v24n01_01
   Google Scholar