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A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development

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Abstract

In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. While the model could be applied to any context, we created it for rural mathematics teachers to provide them access to high-quality professional development and to demonstrate that we could move face-to-face experiences to an online context without losing interactional qualities or intellectual rigor. We describe the model and how we researched it. This chapter contributes to understanding how online contexts provide opportunities to collect and analyze data in ways that would be difficult to accomplish in face-to-face settings.

Keywords

  • Online professional development
  • Video-assisted coaching
  • Content-focused coaching
  • Demonstration lessons
  • Rural education
  • Research methods
  • Mathematics education
  • Middle grade mathematics
  • Professional community
  • Ambitious teaching

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Correspondence to Jeffrey Choppin .

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Choppin, J. et al. (2021). A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development. In: Hollebrands, K., Anderson, R., Oliver, K. (eds) Online Learning in Mathematics Education. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-80230-1_9

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  • DOI: https://doi.org/10.1007/978-3-030-80230-1_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-80229-5

  • Online ISBN: 978-3-030-80230-1

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