Browsing by Author "Borgioli Yoder, Gina"

Now showing 1 - 3 of 3
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    The design, implementation, and impact of a collaborative responsive professional development (CRPD) model
    (PME-NA, 2020) Liu, Jinqing; Galindo, Enrique; Borgioli Yoder, Gina; Bharaj, Pavneet Kaur; School of Education
    It is important to design professional development (PD) around teachers’ professional thinking and needs. Researchers have explored how teachers center on and build upon students’ thinking in mathematics teaching, but few studies have investigated how to identify and be responsive to teachers’ ongoing needs while planning and enacting effective PD. As such, this study presents a Collaborative Responsive Professional Development (CRPD) model that arose from efforts to elicit and validate teachers’ voices to design PD experiences that were relevant and meaningful to them. We share the rationale of the model design, its implementation during a two-year PD project, and its impact on teachers’ instructional practice.
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    Effects of Language on Children’s Understanding of Mathematics
    (ICRSME, 2022) Wilkerson, Trena L.; Mistretta, Regina M.; Adcock, Justin; Borgioli Yoder, Gina; Johnston, Elisabeth; Bu, Lingguo; Nugent, Patricia M.; Booher, Loi; School of Education
    Teacher educators have a moral and civic obligation to examine ways in which language and mathematics are connected and supported in teaching and learning mathematics. It is essential to examine the roles and influence of family, parents, community, teachers, administration, and teacher educators as they collaborate to support learners. Their role should be considered in preparing and supporting teachers to develop curriculum, plan instruction, and implement strategies that support students’ development of language in the mathematics classroom. An examination of the literature regarding the effects of language on children’s understanding of mathematics was conducted around six areas: 1) impact of language on understanding and meaning making; 2) symbols, expressions and language connections; 3) effects of teachers’ listening orientation; 4) language development, play and family influences; 5) implications for multilingual learners; and 6) technology and digital media. Implications for teacher education and future research are presented. We offer readers a potential framework to consider for guiding teacher educators’ practices and future research efforts. In so doing, we display various connections and interplays between language and children’s mathematical meaning making and understanding.
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    An equity framework for family, community, and school partnerships
    (Taylor and Francis, 2020-12-11) Teemant, Annela; Borgioli Yoder, Gina; Sherman, Brandon J.; Santamaría Graff, Cristina; School of Education
    Equity has often been identified as a foundational concept for truly inclusive and reciprocal partnerships among schools, families, and communities. Equity can be difficult for schools to achieve without cultivating new paradigms for interacting with historically marginalized students, families, and communities. In order to bridge the ideal of equity with radical, scalable, and sustainable institutional change, we developed an equity framework for cultivating mutual interdependence among families, communities, and schools in partnership. Rooted in sociocultural and critical theories, this framework builds upon the values of mutual respect, democratic participation, critical consciousness, and sustainability. These values then support cycles of collaborative action amongst stakeholders leveraging problem posing and community organizing to address inequities. In our article, we discuss the underlying theory supporting the framework and elaborate upon its implications for practice.