Preparing facilitators to use and adapt mathematics professional development materials productively

Jennifer Jacobs, Nanette Seago, Karen Koellner

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

Background: Determining whether a professional development program can be enacted with integrity in different settings and by different facilitators is critical to understanding efficacy. In this paper, we describe the two-stage preparation process of a facilitator as she prepared to use and adapt the highly specified Learning and Teaching Geometry video-based professional development materials with fidelity. The latter stage of the preparation process involved a rehearsal, during which the research team used two instruments to measure fidelity. Methods: Two existing instruments were used to explore fidelity through different lenses, including timing and modification of activities and learning goals. Results: Results from both fidelity instruments indicate that the facilitator used the materials as intended by the developers. However, these instruments did not capture important information regarding modifications the facilitator made, including timing and content-focused adaptations. Conclusions: Suggestions are made with respect to measuring fidelity, preparing facilitators, and supporting productive adaptations.

Original languageEnglish (US)
Article number30
JournalInternational Journal of STEM Education
Volume4
Issue number1
DOIs
StatePublished - Dec 1 2017

Keywords

  • Facilitator training
  • Mathematics education
  • Professional development

ASJC Scopus subject areas

  • Education

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