Catherine D. Bruce

Professional Development Effects on Teacher Efficacy: Results of Randomized Field Trial

We designed a professional development (PD) program to increase the teacher efficacy of mathematics teachers. We randomly assigned 106 Grade 6 teachers in 1 school district to treatment and control conditions in a delayedtreatment design. The PD explicitly addressed 4 sources of teacher-efficacy information identified in social-cognition theory (Bandura, 1997). Treatment teachers outperformed control-group teachers on 3 measures of teacher efficacy, but results were statistically significant only for efficacy for classroom management. We attributed the teacher-efficacy effects of the PD (6% of the variance) to the priority given in the PD to management of classroom discussions and overt attempts by PD leaders to redefine teacher conceptions of classroom success.

Questions Arising about Emergence, Data Collection, and Its Interaction with Analysis in a Grounded Theory Study

There has been a strong call for increased clarity and transparency of method in qualitative research. Although qualitative data analysis has been detailed, data management has not been made as transparent in the literature. How do data collection and analysis interact in practical terms? What constitutes sufficient data? And can research be both planful and emergent? In this paper, the author highlights several methodological strategies for addressing data management challenges in a grounded theory study of preservice mathematics teachers.

Examining what we mean by collaboration in collaborative action research: a cross-case analysis

The purpose of this paper is to report on the nature of collaboration in a multi-year, large-scale collaborative action research project in which a teachers’ federation (in Ontario, Canada), university researchers and teachers partnered to investigate teacher-selected topics for inquiry. Over two years, 14 case studies were generated involving six university researchers and 61 teacher researchers. As teacher researchers collected their topic-specific data, university researchers worked in parallel on case studies at the 14 sites in an attempt to gain insights into the types and value of collaboration in collaborative action research. University researchers gathered 20–30 points of data for each case-study site (including teacher researcher final reports as well as journal entries, focus group interviews, field notes, video footage and questionnaires). Through comprehensive cross-case analysis, researchers were able to examine common traits as well as relationships between the nature of the teams, the nature of the projects and their relative success, to highlight conditions that led to robust collaborations. Through pattern matching, hypothesised events were compared with observations to test the claim that a triad of relationships between the team, the team lead and the researchers functioned as a positive collaborative force that propelled teacher team success in a generative ethos, even when faced with substantial challenges.

Student achievement effects of technology-supported remediation of understanding of fractions

Students have difficulty learning fractions, and problems in understanding fractions persist into adulthood, with moderate to severe consequences for everyday and occupational decision-making. Remediation of student misconceptions is hampered by deficiencies in teachers’ knowledge of the discipline and pedagogical content knowledge. We theorized that a technology resource could provide the sequencing and scaffolding that teachers might have difficulty providing. Five sets of learning objects, called CLIPS (Critical Learning Instructional Paths Supports), were developed to provide remediation on fraction concepts. In this article, we describe one stage in a research program to develop, implement and evaluate CLIPS. Two studies were conducted. In Study 1, 14 grade 7–10 classrooms were randomly assigned, within schools, to early and late treatment conditions. A pre-post, delayed treatment design found that CLIPS had no effect on achievement for the Early Treatment group due to unforeseen implementation problems. These hardware and software issues were mitigated in the late treatment in which CLIPS contributed to student achievement (Cohens d = 0.30). Study 2 was a pre-post, single group replication involving 18 grade 7 classrooms. The independent variable was the number of CLIPS completed. Completion of all five CLIPS contributed to higher student achievement: Cohens d = 0.53, compared to students who completed none (d = 0.00) or 1–4 CLIPS (d = 0.02). The two studies indicate that a research-based set of learning objects is effective when the full program is implemented. Incomplete sequences deprive students of instruction in one or more constructs linked to other key ideas in the conceptual map and reduce the amount of practice required to remediate student misconceptions.

Evaluating the impact of collaborative action research on teachers: a quantitative approach

The authors extend findings from qualitative research on the effects of action research by reporting two linked quantitative studies (N = 80 and 105). They found that teachers who participated in collaborative action research experienced statistically significant improvements in attitudes to educational research and teacher efficacy. The pre–post changes were robust across conditions of teacher gender, career stage, and qualifications. Teachers benefited more if they (i) recognized the importance of the data analysis and process reflection stages of action research; (ii) participated in action research that was rigorous and/or led to changes in their conceptual understanding; (iii) worked in schools that fostered professional learning; and (iv) had participated in research activities prior to these action research studies.

Revealing Significant Learning Moments with Interactive Whiteboards in Mathematics

The aim of this study was to identify when and how the interactive whiteboard (IWB) functioned as a productive tool that impacted student learning in mathematics. Using video data, field notes, and interview transcripts from 1 school year in two optimal case study classrooms, we were able to examine the unique opportunities afforded by the size of the IWB screen, the manipulation of virtual objects onscreen, and related communication using gestures. We: (i) established criteria for defining “significant learning moments”; (ii) assessed these significant learning moments to determine how the interactive whiteboard was supporting the learning; and (iii) isolated the use of gesture during IWB use to magnify the grain size of our analysis and understanding. The data fell into three types of IWB use: productive (89%), reproductive (2%), and problematic (9%). The study recommends that in order to best support student learning, professional development for teachers should emphasize direct and active student use of the IWB to engage students in inquiry of mathematics.

Which Is Greater: One Half or Two Fourths? An Examination of How Two Grade 1 Students Negotiate Meaning

A developing body of research in classroom mathematics discourse indicates that teacher facilitation can be specific and supportive without interfering in productive student talk. Students, including those who are struggling in mathematics or lack confidence, can benefit from exploring challenging mathematics and engaging in math-talk. In this study, one teacher videotaped two academically struggling Grade 1 students engaged in a mathematical debate. Transcript analysis illustrated that the student pair used math-talk guidelines to explain their thinking and ask one another clarifying questions, gaining a deeper understanding of equivalent fractions in the process.RésuméUn nombre croissant de recherches sur le discours mathématique en classe indiquent que l’intervention des enseignants peut être à la fois spécifique et favorable, sans pour autant entraver le discours productif des élèves. Les élèves, y compris ceux qui éprouvent des difficultés en mathématiques ou qui manquent de confiance en eux dans ce domaine, peuvent tirer avantage d’activités servant à explorer certaines idées mathématiques et à en discuter. Dans cette étude, un enseignant a filmé deux élèves de première année ayant des difficultés en mathématiques, au cours d’un débat sur une question mathématique. Une analyse des transcriptions montre que les deux élèves se sont servis des Directives sur le discours mathématique pour illustrer leur pensée et se poser l’un à l’autre des questions de clarification, ce qui leur a permis de mieux comprendre les équivalences de fractions.

What’s Going on Backstage? Revealing the Work of Lesson Study with Mathematics Teachers

In this project twelve mathematics teachers in four Canadian schools, ranging in experience levels from novice to over twenty years, engaged in Japanese Lesson Study cycles. Their focus was on the use of interactive whiteboards and manipulatives as supports to student learning in mathematics. These teachers identified a variety of ‘backstage activities’ during the formal Lesson Study cycle, including, for example, researching, playing with mathematics concepts, co-planning, and reflecting-in-action. Teachers and researchers recognized the ‘in-between activities’ as essential building blocks of a successful Lesson Study cycle and that these more informal backstage activities represented significant work and commitment of the teacher teams in supporting one another in their mathematics professional development.

Increasing nursing students' understanding and accuracy with medical dose calculations: A collaborative approach

BACKGROUND Accurate calculation of medication dosages can be challenging for nursing students. Specific interventions related to types of errors made by nursing students may improve the learning of this important skill. OBJECTIVE The objective of this study was to determine areas of challenge for students in performing medication dosage calculations in order to design interventions to improve this skill. DESIGN Strengths and weaknesses in the teaching and learning of medication dosage calculations were assessed. These data were used to create online interventions which were then measured for the impact on student ability to perform medication dosage calculations. SETTING The setting of the study is one university in Canada. PARTICIPANTS The qualitative research participants were 8 nursing students from years 1-3 and 8 faculty members. Quantitative results are based on test data from the same second year clinical course during the academic years 2012 and 2013. METHODS Students and faculty participated in one-to-one interviews; responses were recorded and coded for themes. Tests were implemented and scored, then data were assessed to classify the types and number of errors. RESULTS Students identified conceptual understanding deficits, anxiety, low self-efficacy, and numeracy skills as primary challenges in medication dosage calculations. Faculty identified long division as a particular content challenge, and a lack of online resources for students to practice calculations. Lessons and online resources designed as an intervention to target mathematical and concepts and skills led to improved results and increases in overall pass rates for second year students for medication dosage calculation tests. CONCLUSION This study suggests that with concerted effort and a multi-modal approach to supporting nursing students, their abilities to calculate dosages can be improved. The positive results in this study also point to the promise of cross-discipline collaborations between nursing and education.

The Action Research Network of the Americas (ARNA): Constructing a New Network of North-South Convergence

The Action Research Network of the Americas (ARNA) was founded in 2012 to support action researchers throughout the Western Hemisphere and around the world. In this chapter, we describe how the network began; its vision, values, mission, and leadership structure; major accomplishments to date; and the strategic goals that guide the network’s actions. We assert that the temptation to apply technocratic solutions needs to be balanced with the capacity of ordinary citizens to articulate, and try out, creative solutions to social problems. ARNA stands with those who recognize that knowledge should empower, not marginalize or colonize people, and ARNA reflects the potential of all people in the Americas and throughout the world to speak up, take action, and reclaim the capacity for progressive social change.