Our goal is not only to design and implement high-quality professional development but also learn from this process to inform the field and future projects.
The analysis is still ongoing. The research team is developing a series of papers on the following topics:
Institutional Context /Policy- this project informs how to work with multiple communities of practices and work towards a common goal. This research will document the process involved in developing a statewide professional development project aimed at improving math/science instruction.
Integrating STEM: the third year of the project involved collaborating with scientists/mathematicians and faculty from mathematics education and the learning sciences. A series of papers will be developed for STEM integration. A framework for designing integrated STEM professional development is being developed.
Teacher use of Curriculum- The second year of the project focused on supporting teachers to effectively use the curriculum. A series of papers will be developed on how teachers used the curriculum. We have documented shifts teachers made on how they thought about and integrated curriculum.
Formative Assessment – The first year of the project focused on supporting teachers to focus on student reasoning to make instructional decisions. Papers have been developed on how teachers thought about formative assessment and their shifting interpretations.
Teaching Domain Specific Topics in Common Core Standards– The project focused on preparing teachers to increase their content knowledge and teach the Common Core Standards in mathematics. A series of papers will be developed on teachers interpretation and understanding of specific math topics such as ratio and proportion and statistics etc.
Design Research – The project used a design research methodology approach to professional development. A framework for using design research in professional development settings will be developed. Moss, Bertolone-Smith, Lamberg & Middleton have engaged in classroom design experiments as well. A Methodology paper is developed on how to do design research and keep track of data.
Whole Class Discussion Framework (Lamberg, 2012). This framework was used to design professional development and also to document shifts in teacher practice. This framework is being validated for other projects to use as an instrument for documenting teacher self-reported practices. Also, this framework can also be used a tool to design professional development or provide feedback to teachers.
Supporting Teachers to effectively use gestures and discourse to support understanding– joint research with Mitch Nathan and Rebecca Bondocco. They have an IES grant to do research on gestures. We combined projects. Data was collected from the Nevada Mathematics Project. Furthermore, the research on gestures was integrated into the professional development. A framework for integrating cognitive science research in professional development. We also investigated how teachers think about using gestures as it emerged in the PD settings.
Phase I Research Emphasis:
Note: The data is collected for Phase I the analysis is ongoing. More papers based on the findings will be developed.
- We will be investigating how to support teachers to use formative assessment to support student learning of algebra, expressions and equations, fractions, and proportional reasoning.
- Using design Research to design Professional Development to support teachers implement the Nevada Academic Content Standards based on the Common Core.
Phase II: Research emphasis: How to support teachers to use Curriculum effectively to facilitate student learning.
Click on Resource tab for tools.
Phase III Research Emphasis: We are interested in designing effective professional development that integrates the STEM disciplines with a focus on geometry, data analysis, and probability. Therefore we are using a design research approach and documenting the design decisions we make. We are also collaborating with researchers who are already doing research on Gestures.(Nathan & Boncoddo). We are interested in bringing this research to teachers so that they can support student learning. Therefore, we are investigating ways to support teachers to effectively use gestures in their classrooms by connecting it to the Whole Class Discussion framework and embedding this research in the PD. Our ultimate goal is to support student learning.
Lamberg, T. & Olson, T. (paper submitted 2018). Supporting Teacher learning through Integration of Mathematics and Nanotechnology. A paper to be presented at the American Educational Research Association Conference, New York.
Lamberg, T (A paper to be presented) A Framework for Integrating STEM and supporting teacher learning: Lessons Learned from a Professional Development project on integrating nanotechnology and mathematics. Oxford University Symposium. Oxford University, England
Lamberg, T. & Koyen, L. (2017). Formative Assessment Framework in Mathematics Instruction. A paper presented at the Annual Meeting of the American Educational Research Association, San Antonio, Texas.
Lamberg, T., Lakey P., Keppelman, E., Olson, T., & Shih, J. (2015). Nevada Mathematics Project: Evaluation of a Statewide Professional Development Partnership. RCML Conference, Las Vegas, Nevada.
Lamberg, T. (2016). A Framework for Effective Teaching: Integrate Common Core Math Practices. Annual Meeting of the National Council of Teachers of Mathematics, San Francisco, CA.
Lamberg, T., & Gillette-Koyen, L. (2016). A Study Exploring How Teachers Analyze and Use Formative Assessment information Within Instruction. A paper to be presented at the Annual Meeting of the Psychology of Mathematics Education, Northern American Chapter, Tucson Arizona.
Lamberg, T. (2016). A Framework for Shifting Teachers’ Instructional Approaches to Inquiry-Based Approaches. A paper to be presented at Educating the Educator Conference. Freiburg, Germany.
Lamberg, T. (2016). The design of a Professional Development Project aimed at creating System Wide Change: A Mathematics Education Scale-up Project in the U.S A paper to be presented at Educating the Educator Conference. Freiburg, Germany.
Lamberg, T. Moss, D. & Middleton, J (Submitted). Learning Ecology Framework: A design experiment tool for reducing and organizing data for analysis, Education Researcher
Lamberg, T., Lakey P., Keppelman, E., Olson, T., & Shih, J. (2015). Nevada Mathematics Project: Evaluation of a Statewide Professional Development Partnership.Conference Proceedings, RCML Conference, Las Vegas, Nevada.
Lamberg, T., & Koyen, L. (paper submitted). Teachers Shifting Interpretation and Use of Formative Assessment within Instruction. Journal of Teacher Education.
Lamberg, T. (2016). A Framework for Shifting Teachers’ Instructional Approaches to Inquiry-Based Approaches. To appear in Proceedings of Educating the Educator Conference. Freiburg, Germany.
Lamberg, T. (2016). The design of a Professional Development Project aimed at creating System Wide Change: A Mathematics Education Scale-up Project. To appear in Proceedings of Educating the Educator Conference. Freiburg, Germany.
Lamberg, T, Damelin, S, Lakey, P. Moss, D., & Koyen, L. ( submitted). Making Sense of Operations with Integers through Three Levels of Sense-Making. (Teaching Mathematics in the Middle School).
Moss D. & Lamberg, T (under review) Sixth-grade students’ understanding of expressions, equations, and functions: An analysis of the emerging learning trajectory. Mathematical Thinking and Learning.
Lamberg, T & Campbell, G. (2016). Smarter Balance Grade 3 , Barrons
- Provides test practice item and content information needed for grade 3.
Lamberg, T. (2012). Whole Class Mathematics Discussions: Improving In-depth Mathematical Thinking and Learning. Pearson Publishers. Boston, MA.
- This book synthesizes research and outlines a practical approach to teaching that integrates the Common Core Standards for Mathematical Practice. These ideas complement the NGSS standards as well.
Lamberg, T. (in Press). Leaders Who Lead Successfully: Guidelines for Organizing to Achieve Innovation, Roman and Littlefield.