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Direct linkMartin, Christie S.; Polly, Drew; Kissel, Brian – Journal of Educational Research, 2017
The authors examined the implementation of written reflections in a Grade 4 mathematics classroom over the course of 8 weeks. Students in this case study engaged in a workshop modeled after Calkin's Writers' Workshop and within this workshop the use of writing as a reflective tool in mathematics was introduced. The authors explore how students…
Descriptors: Case Studies, Qualitative Research, Mathematics Instruction, Elementary School Mathematics
Urbina, Angela; Polly, Drew – International Journal of Information and Learning Technology, 2017
Purpose: The purpose of this paper is to examine how elementary school teachers integrated technology into their mathematics teaching in classroom settings that were one-to-one computer environments for most of the day. Following a series of classroom observations and interviews, inductive qualitative analyses of data indicated that teachers felt…
Descriptors: Elementary School Teachers, Technology Integration, Pedagogical Content Knowledge, Technological Literacy
Download full textMartin, Christie; Polly, Drew; McGee, Jen; Wang, Chuang; Lambert, Richard; Pugalee, David – Mathematics Educator, 2015
This study examined the mathematical discourse of elementary school teachers and their students while participating in a year-long professional development project focused on implementing reform-based mathematics curriculum. The teacher participants included 12 teachers, two from each grade level from Kindergarten through Grade 5. Field notes were…
Descriptors: Elementary School Teachers, Elementary School Students, Faculty Development, Mathematics Instruction
Polly, Drew – Journal of Research in Childhood Education, 2015
This study examined how evidence of students' mathematical understanding was influenced by elementary schoolteachers' enactment of instructional practices emphasized during a mathematics professional development program. Videos and field notes were collected during lessons for two teachers from the program and two matched comparison teachers.…
Descriptors: Elementary School Teachers, Faculty Development, Teaching Methods, Mathematical Concepts
Polly, Drew; Neale, Henry; Pugalee, David K. – Early Childhood Education Journal, 2014
This study examined how a task-focused, year-long mathematics professional development program influenced elementary school teachers' knowledge, beliefs, and practices. Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing cognitively-demanding mathematical tasks.…
Descriptors: Elementary School Teachers, Elementary School Mathematics, Faculty Development, Knowledge Level
Polly, Drew – Teacher Development, 2017
School-university partnerships also known as professional development school (PDS) partnerships provide potential for universities and schools to establish partnerships that can benefit university faculty, school teachers, university students, and school students. This study examines the impact of a PDS partnership in which the author served as a…
Descriptors: Elementary School Mathematics, College School Cooperation, Partnerships in Education, Professional Development Schools
Polly, Drew; Margerison, Ashley; Piel, John A. – Journal of Research in Childhood Education, 2014
This study examined the influence of kindergarten teachers' orientations toward student-centered teaching and their influence on their students' understanding of addition. The study examined 120 students across 10 classrooms. Based on an interview and two classroom observations, 10 teachers were classified as either student centered or mainly…
Descriptors: Kindergarten, Elementary School Teachers, Mathematics Instruction, Addition
Polly, Drew – International Journal for Technology in Mathematics Education, 2011
In recent years, educational technologists have advanced the construct Technological and Pedagogical Content Knowledge (TPACK) to describe teachers' knowledge related to effectively integrating technology. In this paper, I use the TPACK framework to examine elementary school teachers' experience in a year-long professional development program,…
Descriptors: Evidence, Educational Technology, Elementary School Teachers, Professional Development
Polly, Drew; Frazier, Joyce; Hopper, Cindy; Chapman, Marvin; Wells, Richard – School-University Partnerships, 2012
This study examined the influence of a semester-long seminar on student teachers' perceptions of their preparedness for student teaching. Eighteen pre-service teachers in elementary (grades K-6) and middle grades (grades 6-8) participated in the seminar. Seventeen pre-service teachers from the same programs were used as a matched comparison group.…
Descriptors: Student Teachers, Seminars, Observation, Classroom Techniques
