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In this article, the authors describe the cyclical process of a collaborative evaluative inquiry project and the data collected throughout the project—data that not only informed “next steps” during the project but also show promise in documenting the benefits of such projects. Over a period of 18 months, seven elementary teachers from a K–6 urban...
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Context 1
... Evaluative Inquiry Model (Parsons, 2002) cycle involved five basic tasks delivered chronologically over an 18-month period. The tasks or stages in- clude: position the inquiry, plan the inquiry, collect data, analyze and synthesize data, and communicate findings (Parsons) (see Figure 1). At each stage, data were collected and analyzed in an attempt to hypothesize and test assertions that sur- faced during the cycle. ...
Context 2
... Evaluative Inquiry Model (Parsons, 2002) cycle involved five basic tasks delivered chronologically over an 18-month period. The tasks or stages include: position the inquiry, plan the inquiry, collect data, analyze and synthesize data, and communicate findings (Parsons) (see Figure 1). At each stage, data were collected and analyzed in an attempt to hypothesize and test assertions that surfaced during the cycle. ...
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Citations
... Different forms of PD have been designed and implemented to prepare in-service teachers to teach mathematics in schools mainly attended by low-income and racial and ethnic minority student populations (Bartell, 2013;Chahine & Clarkson, 2010;Foote, 2009;Gonzalez, 2009;Planas & Civil, 2009;Rubel & Chu, 2012;Wager & Foote, 2013). In order to provide teachers with opportunities to explore meaningful teaching approaches in these schools, scholars have drawn upon a great diversity of PD formats ranging from short-term workshops to out-of-school and communitybased learning experiences. ...
Research has shown that reform-based instruction focused on solving nonroutine mathematics problems positively impacts low-income students’ learning opportunities, participation, and identities. Working in groups, discussing mathematical ideas, and engaging in rich whole-class mathematical conversations seem to promote interactions that challenge the invisible role usually played by this student population within mathematics classrooms. Nevertheless, learning to implement this type of mathematics teaching in urban school settings is a difficult endeavor for teachers. In these contexts, teachers’ practices are strongly mediated by the social representations of their students that materialize in low expectations. In this paper, I explore a high school mathematics teacher’s learning process to enhance the participation of his students while solving nonroutine problems. Using the notion of reflective practice, the teacher had the opportunity to critically think about his own learning experiences. The results evidence the complexity involved in implementing reform-based mathematics instruction in urban school settings and the critical role played by deeply rooted stereotypical representations in his process of learning and opportunities to change his teaching.
... Different forms of PD have been designed and implemented to prepare in-service teachers to teach mathematics in schools mainly attended by low-income and racial and ethnic minority student populations (Bartell, 2013;Chahine & Clarkson, 2010;Foote, 2009;Gonzalez, 2009;Planas & Civil, 2009;Rubel & Chu, 2012;Wager & Foote, 2013). In order to provide teachers with opportunities to explore meaningful teaching approaches in these schools, scholars have drawn upon a great diversity of PD formats ranging from short-term workshops to out-of-school and communitybased learning experiences. ...
... However, this study extends further to emphasize the fact that providing structured training for RNP teachers to facilitate the use of multiple representations in their classrooms was sufficient for those teachers to implement the curriculum as intended thus achieve the desired student learning outcomes. This finding lends support for future efforts to change existing instructional methods for teaching rational number concepts (Chahine & Covington-Clarkson, 2010). Rowan, Cohen, and Raudenbush (2009) contend that well-designed and well-supported instructional improvement efforts, undertaken in high poverty schools, can have positive effects on student achievement. ...
Principled by the Embodied, Situated, and Distributed Cognition paradigm, the study investigated the impact of using a research-based curriculum that employs multiple modalities on the performance of grade 5 students on 3 subscales: concept of unit, fraction equivalence, and fraction comparison. The sample included five schools randomly selected from a population of 14 schools in Lebanon. Eighteen 5th grade classrooms were randomly assigned to experimental (using multimodal curriculum) and control (using a monomodal curriculum) groups. Three data sources were used to collect quantitative and qualitative data: tests, interviews, and classroom observations. Quantitative data were analyzed using two methods: reliability and MANOVA. Results of the quantitative data show that students taught using the multimodal curriculum outperformed their counterparts who were instructed using a monomodal curriculum on the three aforementioned subscales (at an alpha level = .001). Additionally, fine-grained analysis using the semiotic bundle model revealed different semiotic systems across experimental and control groups. The study findings support the multimodal approach to teaching fractions as it facilitates students’ conceptual understanding.
... 24 Such attempts range from professional development workshops to in-service teachers' training programs and extend further to building collaborative school communities. 25 In a study involving 1213 elementary teachers, 26 found that teachers who interacted more frequently with peer coaches from their own schools and with expert teachers from other schools had higher general teacher efficacy than those who did not. The argument forwarded was that collaboration could influence teachers' perceptions of how effective they are by initiating and maintaining a sense of shared judgment. ...
We examined the mathematical, pedagogical and self-efficacy profiles of 13 grade 4 to 6 teachers sampled from five randomly selected schools in Lebanon. The purpose of this study is to explore the impact of providing appropriate training,effective practices and resources for teaching a well-designed curricular intervention. This intervention focused on teachers' sense of self-efficacy and their expectations of students' academic success. Participating teachers were randomly assigned to experimental (TREAT) and Control (COMP) groups. The study employed a quasi-experimental and survey design. We used three instruments to collect data: Pre and Post Mathematics Teaching Efficacy Belief Instrument (MTEBI); Teacher Mathematical Profile Questionnaire (TMPQ); and Teacher Pedagogical Profile Questionnaire (TPPQ). TREAT and COMP teachers were provided with independent training before the implementation of the intervention. Data was analyzed using measures of central tendencies and multivariate techniques. Results of the mathematical and pedagogical profile analysis showed that both groups of teachers used more procedural problem solving techniques rather than conceptual ones. Additionally, results of MANOVA indicated that there were no statistically significant differences between TREAT and COMP teachers' responses on pre and post Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). However, TREAT teachers had significantly higher academic expectations of their students than did the COMP teachers.
... Mosqueda (2010) examines how disparities in the mathematics performance of Latina/o students are exacerbated by the track placement of native and non-native Latina/o English speakers. Chahine and Covington Clarkson (2010) describe the cyclical process of a collaborative evaluation inquiry project that enhances urban elementary teachers' opportunities to make informed decisions about their mathematics teaching practices based on the skillful use of data. Chu and Rubel (2010) open their conversation-between mathematics teacher and teacher educator-to a broader audience as they untangle the threads of their interwoven narratives about the development of culturally relevant mathematics pedagogy. ...
His research interests include exploring socio-cultural,-historical, and-political aspects of mathematics and mathematics teaching and learning from a critical postmodern theoretical (and methodological) perspective. He is a co-founder and current editor-in-ver since I was provided the learning opportunity as a doctoral student of mathematics education at the University of Georgia to explore the philosophy of of the French postmodern 1 philosopher, sociologist, and historian Michel Foucault (see, e.g.
