Collaborating to Improve Students’ Transitions From High School Mathematics to College: Characteristics and Outcomes of a Cross-Sector Professional Development Project

Abstract

In this article, the authors discuss the characteristics and outcomes of a secondary-postsecondary collaborative professional development project. This project was initiated to address the issue of students’ difficulties transitioning from secondary mathematics to postsecondary courses. Key characteristics include a climate of mutual respect, the opportunity to share perspectives on instructional approaches and student work over an extended time, and commitment to identifying and trying “little changes” based on their context and beliefs.

Keywords

mathematics education professional development secondary-postsecondary collaboration college readiness

Get full access to this article

View all access options for this article.

References

Boaler, J. ( 2006). Promoting respectful learning. Educational Leadership, 63(5), 74-78.

Bransford, J. D. , Brown, A. L. , & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Carpenter, T.P. , Blanton, M.L. , Cobb, P. , Franke, M.L. , Kaput, J. , & McClain, K. ( 2004). Scaling up innovative practices in mathematics and science . Madison, WI: National Center for Improving Student Learning and Achievement in Mathematics and Science.

Darling-Hammond, L. , Wei, R.C. , Andree, A. , Richardson, N. , & Orphanos, S. ( 2009). Professional learning in the learning profession: A status report on teacher development in the United States and beyond. National Staff Development Council. Retrieved from http://www.nsdc.org/stateproflearning.cfm

Dufour, R. , & Eaker, R. ( 1998). Professional learning communities at work. Bloomington, IN: Solution Tree.

Flores, M.A. , & Day, C. ( 2006). Contexts which shape and reshape new teachers’ identities: A multiperspective study. Teaching and Teacher Education, 22, 219-232.

Frost, J.H. , Akmal, T.T. , & Kingrey, J.U. (in press). Planning teacher professional development: The struggles and successes of an inter-organizational collaboration. Professional Development in Education.

Fullan, M.G. ( 1993). Change forces: Probing the depths of educational reform . New York: Routledge.

Garmston, R. , & Wellman, B.M. ( 1999). The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA Christopher- Gordon.

10.

Groth, R. ( 2007). Understanding teachers’ resistance to the curricular inclusion of alternative algorithms. Mathematics Education Research Journal, 19(1), 3-28.

11.

Herbel-Eisenmann, B.A. , Lubienski, S.T. , & Id-Deen, L. (2006). Considering the study of mathematics instructional practices: The importance of curricular context in understanding local and global change. Journal of Mathematics Teacher Education, 9(4), 313-345.

12.

Lloyd, G. ( 2008). Teaching mathematics with a new curriculum: Changes to classroom organization and interactions. Mathematical Thinking and Learning, 10(2), 163-195.

13.

Merseth, K. ( 2003). Windows on teaching math: Cases of middle and secondary classrooms. New York: Teachers College Press.

14.

Putnam, R.T. , & Borko, H. ( 2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher , 29(1), 4-15.

15.

Senge, P.M. ( 1990). The fifth discipline: The art and practice of learning organizations. New York: Doubleday .

16.

Washington State Board of Community and Technical Colleges. (2006). Research report: Role of pre-college education (developmental and remedial) education for recent high school graduates attending [state] community and technical colleges. Retrieved http://www.transitionmathproject.org/resources/tmp-archive/research_reports/2005.asp

17.

Stein, M.K. , Smith, M.S. , Henningsen, M.A. , & Silver, E.A. ( 2000). Implementing standards-based mathematics instruction . New York: Teachers College Press .

18.

Transition Mathematics Project (TMP). (2006 ). College readiness mathematics standards. Olympia, WA: Author.

19.

Wilson, M. , & Cooney, T. ( 2002). Mathematics teacher change and development: The role of beliefs. In G. C. Leder , E. Pehkonen , & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 127-147). Boston: Kluwer.

20.

Yoon, K.S. , Duncan, T. , Lee, S.W.-Y. , Scarloss, B. , & Shapley, K.L. ( 2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007-No. 133) . Washington, DC: U. S. Department of Education, Institute of Educational Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest . Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf

21.

Zmuda, A. ( 2008). Springing into active learning. Educational Leadership, 66(3), 38-42.