| Description |
Physics-based educational researchers like to model the dynamics of learning and teaching, at various scales and granularities: from the cognitive processes of learning and doing science, to the interactions between students working collaboratively, to the dynamics of classroom instruction. Teacher Learning of Technology-Enhanced Formative Assessment is a five year, NSF funded research project focused on modeling a different sector of the educational space: the processes of teacher change and professional development. We combine classroom response system technology, innovative pedagogy, and an intensive professional development program to stimulate and support change in approximately 38 middle and high school science and math teachers.
Teachers learning trajectories are idiosyncratic, but we are finding common patterns and themes. And perhaps more significantly we are developing a model for the co-evolution of teacher and practice, which we believe has major implications for in-service teacher professional development, pre-service teacher preparation, instructional reform, and educational assessment at all levels. |
