Tag Archives: Professional Development

Book Chapter on Teacher Motivation in Online Professional Development

Hawk, N., Bowman, M., & Xie, K. (2021). Theory-based intervention framework to improve mathematics teachers’ motivation to engage in online professional development. In Hollebrands K., Anderson R., Oliver K. (eds) Online Learning in Mathematics Education. Research in Mathematics Education. Springer, Cham. DOI: 10.1007/978-3-030-80230-1_11

Professional development for teachers is an important professional endeavor and is increasingly conducted online. One concern, however, is the extent of teachers’ motivation to engage. Among motivational theories, the Expectancy-Value Theory is one empirically tested framework which appropriately encompasses these values. Teacher-perceived task values, or the reasons to engage in a task, along with teachers’ expectancy for success, may help explain why teachers engage in online professional development. In this chapter, we synthesize the available research literature guided by this integrated motivational framework of Expectancy-Value Theory, and we propose five design principles to guide future online professional development in ways that may improve teachers’ motivation to engage. We discuss implications for researchers and designers of mathematics professional development.

Keywords: Motivation; Task values; Expectancy-Value Theory; Online professional development; Teacher beliefs; Design principles; Utility value; Intrinsic value; Attainment value; Cost

Team concludes Spencer-Funded Project with Professional Development Talk at Worthington Local Schools

A project from OSU’s Research Laboratory for Digital Learning Scaffolding Information Literacy Development in Science ended on a high note with the principal investigator, Dr. Vanessa Vongkulluksn, delivering a professional development (PD) session at Worthington City Schools’ Learning Leaders Academy. (more…)

Algebra Ready to Improve Teacher Quality

We are thrilled to announce that our latest project, Algebra Ready: Teaching Mathematics with Digital Content, has received funding support from Ohio Department of Higher Education. The project builds upon the success of our previous EDCITE: Evaluating Digital Content for Instructional and Teaching Excellence project and has design features tailored to address the specific needs in algebra teaching.

Algebra Ready aims to improve teachers’ mathematical content knowledge and pedagogical strategies, their technological pedagogical knowledge for adopting digital resources in teaching mathematics and, ultimately, to increase students’ academic achievement and college readiness in the area of mathematics. The project focuses on algebra across grade levels and the contents are well aligned with Ohio’s New Learning Standards. (more…)