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Many effective professional development (PD) activities, ranging from video clubs (van Es & Sherin, 2002), to lesson plan critique (Franke, Carpenter, Levi, & Fennema, 2001), to interview assignments (Bautista et al., 2014), promote teacher attention and response to student thinking. That such diverse activities are all fruitful in achieving their respective program goals raises the question: what ... read morecommon mechanisms accompanying these activities enable the success of the PD programs? While there is little research regarding which mechanisms may be associated with increased attention to student thinking (Hill et al., 2013), understanding the characteristics of common PD mechanisms may help future PD developers. The purpose of this paper is to examine the impact of one common PD mechanism: facilitator feedback. Facilitator feedback is one of the few techniques ubiquitous in PD programs and has proven effective in other contexts (Colvin et al., 2009). This paper presents a study of two groups of teacher participants in a PD program to answer the following question: in what ways may facilitator feedback shape teacher attention and response to student thinking?
A qualifying paper submitted in partial fulfillment of the requirements
for the degree of Doctor of Philosophy in Education.read less
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