Teachers' Perspectives Using the Instructional Quality Assessment as a Professional Development Tool

View Sample PDF

Author(s): Amber Grace Candela (University of Missouri – St. Louis, USA)
Copyright: 2019
Pages: 18
Source title: Handbook of Research on Educator Preparation and Professional Learning
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Christie Martin (University of South Carolina at Columbia, USA)and Kenan Dikilitaş (Bahçeşehir University, Turkey)
DOI: 10.4018/978-1-5225-8583-1.ch004

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

Purchase

View Teachers' Perspectives Using the Instructional Quality Assessment as a Professional Development Tool on the publisher's website for pricing and purchasing information.

Abstract

This chapter will provide readers with an overview of professional development created and enacted to support teachers' selection and implementation of cognitively demanding tasks using the Instructional Quality Assessment as the professional development tool. This case study seeks to give voice to mathematics teachers in third through eighth grades who participated in the professional development as they share their perspectives on using the instructional quality assessment rubrics and structure of professional development. The goal of this chapter is to provide an overview of the structure of the professional development, and share the aspects of the professional development the teachers identified as supportive or a hindrance when planning and implementing tasks in their mathematics classrooms. With this information, the article concludes by discussing ideas for future professional development aimed at providing teachers with instructional practices to incorporate into classrooms.

The IRMA Community

Research IRM

Teachers' Perspectives Using the Instructional Quality Assessment as a Professional Development Tool

Purchase

Abstract

Related Content

IRMA Sponsors