Episode Details

Zandra de Araujo (University of Florida), Amber Candela (University of Missouri, St Louis), and Paul Wonsavage (University of Florida) join Sam Otten (University of Missouri, Columbia) to discuss their NSF-funded project entitled Practice-Driven Professional Development (PDPD). They share thoughts on why they are pursuing an incremental approach rather than a transformational approach in supporting math teachers.

• PDPD web articles about incremental PD (URL: https://practicedrivenpd.com/blog/)
  • Mathematics Teacher PD: A Paradox and a Contradiction Walk into the Classroom
  • Why Transformational PD Hasn't Worked at Scale 
  • Why Incremental PD is Worth Trying
• Sample nudges shared at AMTE 2024 (more coming in Fall 2024)
• PDPD;s PME-NA article on our foundations of incremental PD
• Jon Star's essay on incremental changes in instruction
• Call for submissions to the special issue on incremental PD in Education Sciences (URL: https://www.mdpi.com/journal/education/special_issues/YBV49M7Q71)

Views expressed here are those of the individuals and do not necessarily reflect the perspectives of the National Science Foundation.

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