Project RITE
The Effects of Virtual Classroom Learning Environments
on Middle Grades Mathematics Teachers' Instructional Practices
Download final report: PDF
JoAnn Cady
Assistant Professor, Theory and Practice in Teacher Education, UT KnoxvilleFinal Report Excerpt
Recognizing that making changes in instructional practices is a lengthy and difficult process, the full impact of each course may not be seen immediately. Perhaps, teachers need to try some of the activities, reflect upon their influence on students’ understanding and then use this assessment of their students’ understanding to inform their practice. A reiterative cycle of experimentation and reflection over an extended period of time may have more influence on their instructional practices. Since professional teaching communities is at the forefront of many recent professional development initiatives (e.g. Cobb, McClain, Lamberg, & Dean, 2003; Stein & Brown, 1998), perhaps the development of these communities can provide the impetus teachers need to continue this reflection and experimentation. However, the ability to develop these communities of practice may be less dependent upon the professional development design and implementation and more dependent on the local contexts. The local school situation may play an important role in supporting and inhibiting the evolution of these communities. It remains to be seen if online forms of professional development can foster the type of collaboration that is sustainable and ongoing.