Collaborative Research: Advancing Mentor Teachers’ Practices through Collaborative Pedagogical Reasoning
PI: Meghan Shaughnessy National Science Foundation Award # 2300666 There is growing momentum to support teachers to engage in responsive mathematics teaching, which is critical to realizing more equitable instruction. In this approach, teachers recognize and attend to the diversity and substance of all students? ideas and leverage those ideas in instruction. Yet, learning to […]
Preparing mentors to support novices in eliciting student thinking during mathematics discussions: Developing and testing a simulation-based PD program
PI: Julie Cohen Co-PI: Matthew Ronfeldt, Meghan Shaughnessy, Nicole Garcia National Science Foundation Award # 2200915 Nearly 200,000 candidates graduate from teacher preparation programs each year, and mentor teachers have a crucial role in the preparation of teacher candidates as they spend far more time engaging with candidates than any other teacher educator. Effective mentoring […]
Facilitating Formative Feedback – Using Simulations to Impact the Capability of Novice Mathematics Teachers
PI: Meghan Shaughnessy Co-PI: Daniel Heck, Tim Boerst, Evelyn Gordon, Nicole Garcia National Science Foundation Award # 2101343 During their initial teacher preparation experiences, preservice teachers need meaningful formative assessment that can support them in developing their skills and practices as new teachers of mathematics. While field placements offer some such opportunities, too often preservice […]
Teachers as learners of equitable discussion practices
PI: Deborah Ball Co-PI: Leslie Herrenkohl, Meghan Shaughnessy, Nicole Garcia National Science Foundation Award # 2000189 Growing evidence about the powerful effects of skillful teaching on students? learning creates a need for professional development that impacts teachers? actual practice. Teaching practices have been shown to play a crucial role in the reproduction or disruption of […]