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Teacher Learning at CTL

“Who dares to teach must never cease to learn.”
—John Cotton Dana

CTL’s research on teacher learning seeks to understand and support teachers’ efforts to improve their instructional practice and thereby enhance student learning. We develop and apply a range of methodologies and research designs, including design research, randomized controlled studies, social network analysis, ethnographic studies, and case studies. Our portfolio of research, development, consulting, and evaluation projects reflects the cognitively complex nature of teaching and the many contexts in which teachers learn to improve their practice. Our projects focus on:

Cognitive and social bases of instruction and teacher learning. In design research and experimental studies, we investigate what teachers need to know, how they can best learn it, and how it affects their practice. We develop analytical methods and tools to characterize the components of expertise that are involved in reasoning about student work and the social contexts in which teachers develop reasoning skills and strategies. Our goal is to support and assess the development of teaching knowledge and skills throughout the teacher professional continuum.

Infrastructure, tools, and strategies to support teaching and teacher learning. The issues we study include collaborative teacher professional development, large-scale professional networking, and optimizing instructional performance in the classroom. Our work ranges from the design and implementation of online and mobile technology applications to basic research on next-generation classroom system prototypes.

Evaluation of professional development and instructional interventions. We evaluate innovative reform and professional development programs aimed at strengthening teachers’ content knowledge in math and science, instructional strategies, and technology integration. Our clients include the National Science Foundation, U.S. Department of Education, foundations, leading research organizations, and corporations.

People

Valerie Crawford (Leader) Reina Fujii Amy Hafter Christopher Harris Jennifer Knudsen Melissa Koch Teresa Lara-Meloy

Bill Penuel Julie Remold Margaret Riel Nicole Shechtman Tina Stanford Willow Sussex Yukie Toyama

Current Projects

• Practicing democracy through deliberative discourse
• Chemistry Facets: Formative Assessment to Improve Student Understanding in Chemistry
• Contingent Pedagogies for Conceptual Teaching and Learning
• Developing a New National Educational Technology Plan
• Intel^® Teach Essential Online Course Global Program Evaluation
• OPerETTA Initiative: Optimizing Performance & Enhancing Teaching with Technology & Assessment
• Scenario-Based Learning
• SimCalc
• Study of Data-Driven Decision Making
• Tapped In^®
• Teacher Learning of Technology-Enhanced Formative Assessment (TEFA-TL)

Selected Publications

• Means, B., Padilla, C., DeBarger, A., & Bakia, M. (2009). Implementing Data-Informed Decision Making in Schools--Teacher Access, Supports and Use. Report prepared for U.S. Department of Education, Office of Planning, Evaluation and Policy Development. Prepared by SRI International, Menlo Park, CA.
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• Penuel, W. R., McWilliams, H., McAuliffe, C., Benbow, A., Mably, C., & Hayden, M. M. (2009). Teaching for Understanding in Earth Science: Comparing Impacts on Planning and Instruction in Three Professional Development Designs for Middle School Science Teachers. Journal of Science Teacher Education. 20:415–436.
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• Schlager, M., Farooq, U., Fusco, J., Schank, P., & Dwyer, N. (2009). Analyzing online social networking in professional learning communities: Cyber networks require cyber-research tools. Journal of Technology Education, 60(1), 86-100.
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• Crawford, V. M., Schlager, M., Penuel, W. R., & Toyama, Y. (2008). Supporting the art of teaching in a data-rich, high performance learning environment. In E. B. Mandinach & M. Honey (Eds.), Linking data and learning (pp. 109-129). New York: Teachers College Press.
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• Gallager, L., Means, B., & Padilla, C. (2008). Teachers' Use of Student Data Systems to Improve Instruction: 2005 to 2007. Report prepared for U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. Prepared by SRI International, Menlo Park, CA.
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• Haertel, G.D., Means, B., & Penuel, W. (2008). Technology tools for collecting, managing, and using assessment data to inform instruction and improve achievement. In L. Smolin, K. Lawless, & N., Burbules (Eds.), NSSE yearbook 2007, Information and communication technologies: Considerations for teachers and teacher education. Chicago: National Society for the Study of Education.
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• Means, B. (2008). Levers for Improving Mathematics Learning in High-Poverty High Schools. Menlo Park, CA: SRI International.
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• Penuel, W. R., & Gallagher, L. P. (2008). Comparing three approaches to preparing teachers to teach for deep understanding in Earth science: Short-term impacts on teachers and teaching practice. Menlo Park, CA: SRI International.
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• Penuel, W. R., McWilliams, H., McAuliffe, C., Benbow, A., Mably, C., & Hayden, M. M. (2008). Preparing teachers to teach for deep understanding: A curriculum-based approach. The Earth Scientist XXVII (2), 21-24.
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• Ranney, M. A., Rinne, L. F., Yarnall, L., Munnich, E., Miratrix, L., & Schank, P. (2008). Designing and assessing numeracy training for journalists: Toward improving quantitative reasoning among media consumers. Paper in the proceedings of the Eighth International Conference of the Learning Sciences. Utrecht, Netherlands. Accessed 11/18/2008 from
  http://morenumerate.org/downloads/RanneyEtAlICLS08Preprint.pdf
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• Tatar, D., Roschelle, J., Knudsen, J., Shechtman, N., Kaput, J., & Hopkins, B. (2008). Scaling Up Innovative Technology-Based Math. Journal of the Learning Sciences. 17(2). 248-286.
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• Yarnall., L., Johnson, J. T., Rinne, L., & Ranney, M. A. (2008). How post-secondary journalism educators teach advanced CAR data analysis skills in the digital age. Journalism & Mass Communication Educator, 63(2), 146-164.
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• Belk, J.J., Cormia, R., Dang, V., Drane, D., Krajcik, J., Richey, M., Sabelli, N., & Stevens, S. (2007). A System View of Nanoscience Education.
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• Cormia, R., Dang, V., Drane, D., Krajcik, J., Richey, M., Sabelli, N., & Stevens, S. (2007). Nanoscience: A Vehicle for a Goals-Oriented Science Education, Final Report.
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• Crawford, V. M. (2007). Adaptive expertise as knowledge building in science teachers’ problem solving. Proceedings of the Second European Cognitive Science Society (EuroCogSci07). May 23-27, 2007, Delphi, Greece.
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• Crawford, V. M. (2007, June). Creating a powerful learning environment with networked mobile learning devices. Educational Technology Magazine: The Magazine for Managers of Change in Education, 47(3), 47-50
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• Gallager, L., Means, B., & Padilla, C. (2007). Teachers' Use of Student Data Systems to Improve Instruction. Report prepared for U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. Prepared by SRI International, Menlo Park, CA.
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• Joshi, A. & Penuel, W. (2007). The Role of Institutionalized Norms of Autonomy and Equality in Shaping Interactions of Teachers. Paper presented at the University of California-Los Angeles, Human Complex Systems 2007 Conference, Lake Arrowhead, CA.
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• Koch, M. & Fusco, J. (2007, in press). Designing for Growth: Enabling Communities of Practice to Develop and Extend Their Work Online. In C. Kimble & P. Hildreth (Eds.) Communities of Practice: Creating Learning Environments for Educators. Greenwich, CT: Information Age Publishing Inc.
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• Penuel, W.R., & Riel, M. (2007). The "new" science of networks and the challenge of school change. Phi Delta Kappan. 88(8). pp. 611-615.
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• Roschelle, J. (2007). Can Technology-Based Representations Deepen Math Learning and Close the Gap? Research Findings from a Large Scientific Study. Featured speaker session presented at the annual meeting of the National Council of Teachers of Mathematics, Atlanta, GA.
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• Roschelle, J., Tatar, D., Shechtman, N., Hegedus, S., Hopkins, B., Knudsen, J., & Dunn, M. (2007). Extending the SimCalc approach to grade 8 mathematics (SimCalc Technical Report 02). Menlo Park, CA: SRI International.
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• Roschelle, J., Tatar, D., Shechtman, N., Hegedus, S., Hopkins, B., Knudsen, J., & Stroter, A. (2007). Can a technology-enhanced curriculum improve student learning of important mathematics? (SimCalc Technical Report 01). Menlo Park, CA: SRI International.
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• Schank, P., Krajcik, J., & Yunker, M. (2007). Can Nanoscience Be a Catalyst for Education Reform? In F. Allhoff, P. Lin, J. Moor, J. Weckert (Eds.), Nanoethics: The ethical and social implications of nanotechnology. Hobeken, NJ: Wiley Publishing.
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• Yarnall, L., Toyama, Y., Gong, B., Ayers, C., & Ostrander, J. (2007). Adapting scenario-based curriculum materials to community college technical courses. Community College Journal of Research and Practice, 31(7), 583-601.
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• Crawford, V. M. & Brophy, S. (2006). Adaptive Expertise: Methods, Findings, and Emerging Issues. Menlo Park, CA: SRI International.
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• Penuel, W. R. (2006). Report on professional development plans and materials for the TIDES Project. Menlo Park, CA: SRI International.
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• Penuel, W. R., Bienkowski, M., Gallagher, L., Korbak, C., Sussex, W., Yamaguchi, R., Fishman, B. J. (2006). GLOBE Year 10 evaluation: Into the next generation. Menlo Park, CA: SRI International.
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• Penuel, W. R., Gallagher, L., & Kreikmeier, P. (2006). TIDES: Report on technical quality of 7th grade student assessment. Menlo Park, CA: SRI International.
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• Penuel, W. R., Gallagher, L., & Kreikemeier, P. (2006). Report on technical quality of 6th and 8th grade student assessments for the TIDES Project. Menlo Park, CA: SRI International.
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• Penuel, W. R., Kreikmeier, P, & Venezky, D. (2006). Mapping standards to big ideas: A task for assessing teachers’ comprehension of curricular purposes in Earth science. Menlo Park, CA: SRI International.
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• Shechtman, N., Roschelle, J., Haertel, G., Knudsen, J., & Vahey, P. (2006). Measuring middle school teachers’ mathematical knowledge of teaching rate and proportionality. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
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• Chen, E., Heritage, H. M., & Lee, J. J. (2005). Identifying and Monitoring Students' Learning Needs with Technology. The Journal of Education for Students Placed At Risk, 10(3), 309-332.
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• Heritage, H.M., & Chen, E. (2005). Why data skills matter in school improvement. Phi Delta Kappan, 86(9), 707-710.
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• Heritage, M., Lee, J., Chen, E., & La Torre, D. (2005). Upgrading American's use of Information to Improve Student Performance. CSE Report 661.
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• Penuel, W.R., Fishman, B.J. GLOBE Teacher Survey on Professional Development (2005). Menlo Park, CA: SRI International.
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• Chen, E., Heritage, H.M., Baker, E., & Lee, J.J. (2004). Evaluating the Web-Based Quality School Portfolio/Research Report. QSP Year Two Report submitted to the U.S. Department of Education.
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• Means, B., Murphy, R., Javitz, H., Haertel, G., & Toyama, Y. (2004). Design Considerations for Evaluating the Effectiveness of Technology-Related Teacher Professional Development. Menlo Park, CA: SRI International.
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• Chen, E., Aten, H., Nambiar, V., & Howie, J. (2003). The Impact of the KidZLit Program on Elementary School Students. Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois.
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• Chen, E., Burnam, B., Aten, H., Howie, J., & Nambiar, V. (2003). Predicting Teachers' Computer Use in the Classroom. CSE technical report.
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• Hoadley, C., Foley, B., Agarwal, R., Chorost, M., Gaffney, and T., Lewis, S. et al. (2003). Collaborative learning in immersive audio engineering: Evaluation report for Year II. University Park , Pennsylvania: Penn State University.
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• Chen, E., Burnam, B., Aten, H., Howie, J. & Nambiar, V. (2002). Implementation of a Problem Solving Software in High School Science Classrooms. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, Louisianna.
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• Hoadley, C., Gaffney, T., Lewis, S., and Foley, B. (2001). Collaborative learning in immersive audio engineering: Evaluation report for year I. Menlo Park , California: SRI International.
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• Sabelli, N., & Dede, C. (2001). Integrating educational research practice: Reconceptualizing goals and policies: How to make what works, work for us?
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