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Online Learning in Mathematics Education pp 167–186Cite as

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

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Part of the Research in Mathematics Education book series (RME)

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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Author information

Authors and Affiliations

  1. Teaching and Curriculum, University of Rochester, Rochester, NY, USA

    Jeffrey Choppin

  2. Department of Curriculum and Instruction, University of Idaho, Moscow, ID, USA

    Julie Amador & Ryan Gillespie

  3. Center for Professional Development and Education Reform, University of Rochester, Rochester, NY, USA

    Cynthia Callard, Cynthia Carson, Jennifer Kruger, Stephanie Martin & Genie Foster

Authors
  1. Jeffrey Choppin
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  2. Julie Amador
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  3. Cynthia Callard
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  4. Cynthia Carson
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  5. Ryan Gillespie
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  6. Jennifer Kruger
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  7. Stephanie Martin
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  8. Genie Foster
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Corresponding author

Correspondence to Jeffrey Choppin .

Editor information

Editors and Affiliations

  1. North Carolina State University, Raleigh, NC, USA

    Karen Hollebrands

  2. North Carolina State University, Raleigh, NC, USA

    Robin Anderson

  3. North Carolina State University, Raleigh, NC, USA

    Kevin Oliver

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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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