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Elementary Teachers and Coaches' Experiences of Opportunities to Learn
Thu, April 21, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Harbor Ballroom ESession Type: Paper Session
Abstract
Teachers and coaches’ pedagogical expertise and improvement are deeply entwined with their dispositions and identities. This session examines the orientations of elementary teachers and coaches towards new tools, roles, opportunities, and professional obligations with respect to their pedagogical commitments.
Sub Unit
Chair
Papers
Elementary Mathematics Teachers' Acceptance of Instructional Digital Games - Sheunghyun Yeo, The University of Alabama - Tuscaloosa; Teomara Rutherford, University of Delaware; Tye Campbell, Crandall University
Developing Teachers' Instructional Vision for Inclusive Math Practice: The Role of Epistemic Experience - Caroline Brayer Ebby, University of Pennsylvania; Brittany Hess, Consortium for Policy Research in Education; Lizzy Pecora, The University of Pennsylvania; Jennifer Valerio, The University of Pennsylvania
Teachers' Mathematics Identity and Visions of High-Quality Mathematics Instruction in Organizational Contexts - Lara Condon, University of Pennsylvania
Balancing District-Level Policy and Professional Obligations: An Exploration of Early Career Elementary Teachers' Enactment of Ambitious Mathematics Instruction - Serena J. Salloum, Ball State University; Kristen Bieda, Michigan State University; Peter A. Youngs, University of Virginia
Mathematics Coaches' Perspectives on Professional Development Experiences - Kateri Sternberg, University of Delaware; Erica Litke, University of Delaware; James Hiebert, University of Delaware