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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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Showing 1 to 15 of 24 results
Battey, Dan; Franke, Megan L. – Teacher Education Quarterly, 2008
Despite the prevalence of professional development in schools and the variability in its implementation, little research has been conducted on how professional development makes its way into the classroom. Even when teachers participate in high-quality professional development, there remains a large and often undocumented variability in how…
Descriptors: Teacher Improvement, Comparative Analysis, Mathematics Teachers, Professional Development
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Quartz, Karen Hunter; Priselac, Jody; Franke, Megan Loef – Equity & Excellence in Education, 2009
This article describes how one university-based center, UCLA's Center X, has worked to prepare and sustain urban educators over the past 16 years. Synthesizing findings from more than 20 articles, papers, books, and dissertations that report on Center X's work, we argue that three key activities are necessary to spur change and ensure a…
Descriptors: Social Justice, Urban Schools, Educational Change, Research Reports
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Lampert, Magdalene; Franke, Megan Loef; Kazemi, Elham; Ghousseini, Hala; Turrou, Angela Chan; Beasley, Heather; Cunard, Adrian; Crowe, Kathleen – Journal of Teacher Education, 2013
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call “rehearsal.” Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions:…
Descriptors: Preservice Teachers, Teacher Educators, Preservice Teacher Education, Elementary School Mathematics
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Woodward, John; Beckmann, Sybilla; Driscoll, Mark; Franke, Megan; Herzig, Patricia; Jitendra, Asha; Koedinger, Kenneth R.; Ogbuehi, Philip – What Works Clearinghouse, 2012
The Institute of Education Sciences (IES) publishes practice guides in education to bring the best available evidence and expertise to bear on current challenges in education. Authors of practice guides combine their expertise with the findings of rigorous research, when available, to develop specific recommendations for addressing these…
Descriptors: Mathematics Instruction, Problem Solving, Educational Research, Evidence
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Kazemi, Elham; Franke, Megan Loef – Journal of Mathematics Teacher Education, 2004
The study describes teachers' collective work in which they developed deeper understanding of their own students' mathematical thinking. Teachers at one school met in monthly workgroups throughout the year. Prior to each workgroup, they posed a similar mathematical problem to their students. The workgroup discussions centered on the student work…
Descriptors: Inquiry, Mathematics Teachers, Teacher Participation, Teacher Education
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Franke, Megan L.; Webb, Noreen M.; Chan, Angela G.; Ing, Marsha; Freund, Deanna; Battey, Dan – Journal of Teacher Education, 2009
Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students' mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers'…
Descriptors: Thinking Skills, Mathematical Logic, Elementary School Mathematics, Elementary School Students
Kazemi, Elham; Franke, Megan Loef – 2003
It is commonly argued that teachers need ongoing engagement with ideas about using student reasoning, pedagogy, and subject matter if they are to make sense of the complex demands of current reforms in mathematics education. Drawing on similar arguments about the potential benefits of using student work to organize professional development, this…
Descriptors: Elementary Education, Elementary School Mathematics, Elementary School Teachers, Faculty Development
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Webb, Noreen M.; Franke, Megan L.; Ing, Marsha; Chan, Angela; De, Tondra; Freund, Deanna; Battey, Dan – Contemporary Educational Psychology, 2008
Prior research on collaborative learning identifies student behaviors that significantly predict student achievement, such as giving explanations of one's thinking. Less often studied is the role of teachers' instructional practices in collaboration among students. This article investigates the extent to which teachers engage in practices that…
Descriptors: Student Behavior, Academic Achievement, Cooperation, Teaching Methods
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Webb, Noreen M.; Franke, Megan L.; De, Tondra; Chan, Angela G.; Freund, Deanna; Shein, Pat; Melkonian, Doris K. – Cambridge Journal of Education, 2009
Collaborative group work has great potential to promote student learning, and increasing evidence exists about the kinds of interaction among students that are necessary to achieve this potential. Less often studied is the role of the teacher in promoting effective group collaboration. This article investigates the extent to which teachers'…
Descriptors: Mathematics Education, Teaching Methods, Intervention, Problem Solving
Franke, Megan L.; Webb, Noreen M.; Chan, Angela; Battey, Dan; Ing, Marsha; Freund, Deanna; De, Tondra – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2007
The importance of student talk in mathematics classrooms figures prominently in curriculum and teaching standards. Student talk is a vehicle for increasing student learning and for helping teachers monitor student understanding and inform student instructional practices. Although researchers have begun to study the moves teachers may make to…
Descriptors: Teaching Methods, Student Participation, Classroom Communication, Elementary School Mathematics
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Jacobs, Victoria R.; Franke, Megan Loef; Carpenter, Thomas P.; Levi, Linda; Battey, Dan – Journal for Research in Mathematics Education, 2007
A yearlong experimental study showed positive effects of a professional development project that involved 19 urban elementary schools, 180 teachers, and 3735 students from one of the lowest performing school districts in California. Algebraic reasoning as generalized arithmetic and the study of relations was used as the centerpiece for work with…
Descriptors: Faculty Development, Algebra, Mathematical Logic, Thinking Skills
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Franke, Megan Loef; Kazemi, Elham – Theory into Practice, 2001
Describes a research and development project, Cognitively Guided Instruction, to illustrate how theory and research inform the teaching and learning of mathematics. The project engaged first grade teachers with research-based knowledge about the development of children's mathematical thinking, studying teachers' use of this knowledge in the…
Descriptors: Elementary Education, Elementary School Teachers, Faculty Development, Grade 1
Carpenter, Thomas P.; Franke, Megan Loef; Levi, Linda – 2003
This book is designed to help teachers understand children's intuitive problem solving and computational processes and to figure out how to use that knowledge to enhance students' understanding of arithmetic. This book provides numerous examples of classroom dialogues that indicate how algebraic ideas emerge in children's thinking and what…
Descriptors: Algebra, Arithmetic, Elementary Education, Mathematics Activities
Sandoval, William A.; Deneroff, Victoria; Franke, Megan L. – 2002
This paper describes an ongoing high school science teacher professional development project, Beyond Final Form Science, that focuses on developing teachers' ideas of scientific inquiry and inquiry pedagogy. It analyzes the first several months of the project, highlighting analyses of teachers' interactions during monthly professional development…
Descriptors: Discussion Groups, Faculty Development, High Schools, Inquiry
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Oakes, Jeannie; Franke, Megan Loef; Quartz, Karen Hunter; Rogers, John – Journal of Teacher Education, 2002
Discusses the need to increase urban teacher supply and address urban teacher turnover by learning what makes teaching in urban schools fulfilling and offering related policy solutions. The paper looks at defining urban teacher quality, understanding urban teacher learning, developing processes and structures that support urban teacher learning,…
Descriptors: Educational Quality, Educational Research, Elementary Secondary Education, Higher Education
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