Professional development as an ongoing partnership: The sum is greater than its parts

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Samuel D. Miller, Professor (Creator)
Jill Y. Reinhardt (Creator)
Kerri Richardson, Chair and Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This study evaluated a multi-year collaborative project between elementary public schools in one district and university researchers. While the district wanted to improve elementary grades students’ achievement in mathematics, they did not want teachers to adopt an instructional approach where they focused primarily on test-defined content. Using principles from Cognitively Guided Instruction, the partnership focused on promoting teachers’ understanding of mathematical thinking, as it was demonstrated by students, while they completed authentic activities. The authors used cultural-historical activity theory (CHAT) to evaluate how school administrators’ evolving expectations for students’ achievement influenced opportunities for teachers and the university faculty member to demonstrate more dynamic notions of students’ expertise and knowledge.

Additional Information

School-University Partnerships Furthering the Education Profession: Partnerships in Action, 12(1), 45-50
Language: English
Date: 2019
professional development, teachers, reflective practice, mathematics education, elementary school students

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