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  • 1.
    Lindvall, Jannika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Critical features and impacts of mathematics teacher professional development programs: Comparing and characterizing programs implemented at scale2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to contribute to the knowledge base on conceptualizations and impacts of teacher professional development (PD) programs. This is done by studying the case of two large-scale teacher PD programs. The first was mandatory for all public elementary school mathematics teachers in a larger Swedish municipality, and the second has been completed by 76% of all elementary school mathematics teachers in Sweden. In the municipality, and during the time frame in which this study was conducted, it was possible to make a comparison between teachers participating in different programs. Data on the programs’ impacts on teachers, instruction, and student achievement were gathered both immediately and one year after the teachers’ participation in one of them. In other words, the context of the study created an opportunity to respond to recent calls for studies that (a) examine the impacts of PD programs implemented on a larger scale, (b) adhere to PD programs’ impacts on teachers, instruction, and student achievement, (c) examine the sustainability of PD programs’ impacts, and (d) attend to variations within and between PD programs’ impacts. The results show that the studied programs are highly similar if characterized according to established research frameworks on what constitutes critical features of teacher PD. At the same time, they demonstrate different impacts, both between the programs and within them. These results suggested an elaboration of two of the five critical features of teacher PD: Content Focus and Coherence. Through the development and application of a more finely grained tool to characterize the programs’ Content Focus, differences between their characteristics were detected. Together with a systematic review of the PD research literature on Coherence, these results formed a basis for discussing plausible reasons for the difference in the programs’ impacts as well as elaborating on the critical features of Content Focus and Coherence. In summary, the thesis contributes: (a) empirical results in relation to large-scale teacher PD programs’ impacts; (b) methodological results in the form of tools for characterizing PD programs’ Content Focus and Coherence; and (c) theoretical results, as it examines established frameworks for characterizing teacher PD programs by using them in practice and, in light of the results, also suggests an elaboration of them.

  • 2.
    Lindvall, Jannika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Large-scale professional development and its impact on mathematics instruction: Differences between primary and secondary grades2017In: ICT in mathematics education: The future and the realities. : Proceedings of MADIF10. The tenth research seminar of the Swedish Society for Research in Mathematics Education  / [ed] J. Häggström, E. Norén, J. van Bommel, J. Sayers, O. Helenius & Y. Liljekvist, Göteborg: SMDF/NCM , 2017, p. 57-66Conference paper (Refereed)
  • 3.
    Lindvall, Jannika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Large-scale professional development and teacher change – The case of Boost for Mathematics2018Conference paper (Refereed)
    Abstract [en]

    This study contributes to the ongoing discussion of conceptualizations and measures of teacher professional development (PD). It does so by using data from the TIMSS 2015 teacher questionnaires to study the impact of Boost for mathematics (BfM), a large-scale teacher PD program, on Teacher confidence, Teacher collaboration, and Support from school leadership. The results indicate that BfM has had no sustainedimpact on Teacher confidence and Support from school leadership. A positive impacton Teacher collaboration was found for the 8th grade teachers, but not for the 4thgrade teachers. These results are somewhat contradictory to the ones presentedin national evaluations of BfM and potential explanations for the differences are discussed.

  • 4.
    Lindvall, Jannika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Supporting instructional improvement at scale: The role of teacher professional development programs and mathematics curriculum materials2016Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    We are currently witnessing an increase of international interest in mathematics education, fueled partly by the growing concerns of students’ declining results, but also by changed perceptions of what mathematics students should master. In response, many initiatives have appeared in order to move away from traditional to more inquiry based approaches to teaching. Though several small-scale studies have contributed much to our understanding on how to support teachers in this work, there is still a lack of research conducted on a larger scale. Therefore, the aim of this thesis is to add to our knowledge of how to support instructional improvement at scale. This is done by focusing on two common approaches to support mathematics teachers’ development of reform based practices: teacher professional development [PD] programs and curriculum materials. The thesis builds on four papers which are all connected to a project aiming at improving the mathematics instruction in a large Swedish municipality. The project includes a PD-program for almost 400 elementary teachers and the mathematics curriculum materials that teachers are using play a central role in the program. The first two papers focus on curriculum materials either by using surveys to compare teachers’ views of the support offered in the materials and their reported mathematics instruction, or by conducting textbook analyses to characterize how some commonly used materials communicate about, for example, goals of lessons. The results demonstrate that teachers using different materials experience different levels of support from them and also show variations in their reported instruction. These differences are further reflected in the textbook analyses which show that the materials offer teachers various support, for example regarding how they communicate about goals. The last two papers focus on teacher PD-programs either by comparing the effects of two programs on student achievement, or by using surveys to examine teachers’ views of one of the programs and its impact on their reported instruction. The results indicate that the two PD-programs have affected students’ achievement in different ways, demonstrating both decline and improvement. Even within the programs differences are revealed between students at the primary and secondary levels. These variations are further present in the teacher surveys, where the results show differences between teachers from different grade-levels. By drawing on the literature review and the results of the papers, the thesis ends with a discussion of possible elaborations of a widely used core conceptual framework for studying teacher PD.

  • 5.
    Lindvall, Jannika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Two large-scale professional development programs for mathematics teachers and their impact on student achievement2017In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 5, no 7, p. 1281-1301Article in journal (Refereed)
    Abstract [en]

    This article reports on two professional development programs for mathematics teachers and their effects on student achievement. The projects’ design and their implementation within a larger municipality in Sweden, working together with over 90 teachers and 5000 students in elementary school, are described by using a set of core critical features of teacher professional development as identified in the research literature. Data on student achievement were collected at the beginning of the projects as well as one year after their implementation. The results demonstrate a significant interaction effect between year and intervention for grades 2, 8, and 9. Upon a closer examination of the descriptive statistics, the first project points at slight improvements for students in grade 2, while the results for grades 8 and 9 indicate a declining trend. The results for the second project are markedly different and indicate an improvement for student achievement in grades 8 and 9, while the results for grade 2 suggest a deterioration. Considering that both projects are conducted within the same context and are very similar when it comes to several of the critical features of professional development as identified in the research literature, these variances in results are noteworthy. Therefore, building on a closer examination of the projects’ critical features, the Swedish educational context, and results from teacher evaluations, the article ends with a discussion of possible explanations for the variations found between, as well as within, the two projects’ differing impact on student achievement.

  • 6.
    Lindvall, Jannika
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Helenius, Ola
    University of Gothenburg, Sweden.
    Marie, Wiberg
    Umeå University, Sweden.
    Critical features of professional development programs: Comparing content focus and impact of two large-scale programs2018In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 70, p. 121-131Article in journal (Refereed)
    Abstract [en]

    By comparing two large-scale professional development programs' content and impact on student achievement, we contribute to research on critical features of high quality professional development, especially content focus. Even though the programs are conducted in the same context and are highly similar if characterized according to established research frameworks, our results suggest that they differ in their impact on student achievement. We therefore develop an analytical framework that allow us to characterize the programs’ content and delivery in detail. Through this approach, we identify important differences between the programs that provide explanatory value in discussing reasons for their differing impacts.

  • 7.
    Lindvall, Jannika
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Characteristics and Impacts of Two Large-Scale PD Programs: Elaborating on Core Critical Features of Teacher PD – Structural Dimension2019In: MaSDIV final conference Educating the Educators III, International Conference on Approaches to Scaling-up Professional Development in Maths and Science Education: Conference Book, 2019, p. 36-37Conference paper (Refereed)
  • 8.
    Lindvall, Jannika
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Coherence and the Positioning of Teachers in Professional Development Programs: A Systematic Review2019In: Educational Research Review, ISSN 1747-938X, Vol. 27, p. 140-154Article in journal (Other academic)
    Abstract [en]

    Lately, scholars have argued that there is a consensus on a number of critical features of effective teacher professional development (PD). This study presents the results of a systematic review of one of these features: coherence. The analysis and synthesis of 95 papers show that coherence in PD is conceptualized in various ways, and thus that the aforementioned consensus can be questioned. For example, should PD (1) be coherent with external factors, such as standards and assessments; (2) be internally coherent, for example that activities within PD programs should be aligned; or (3) create coherence between goals that are either predetermined or negotiated together with teachers? The different conceptualizations of coherence all implicate how teachers are positioned in relation to PD programs and, in the light of our results, we argue that teachers are primarily seen as implementers expected to align their instruction with external and predetermined goals and practices. 

  • 9.
    Neuman, Jannika
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication.
    Enjoyable or Instructive - Lower Secondary Students Evaluate Mathematics Instruction2012In: Current state of research on mathematical beliefs XVIII, University of Helsinki, Department of Teacher Education, Finland, 2012Conference paper (Refereed)
  • 10.
    Neuman (Lindvall), Jannika
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Umeå University, Sweden.
    Wiberg, Maria
    Umeå University, Sweden.
    MATHEMATICS TEXTBOOKS’ IMPACT ON CLASSROOM INSTRUCTION: EXAMINING THE VIEWS OF 278 SWEDISH TEACHERS2015In: Studies in Subject Didactics 10. Nordic Research in Mathematics Education - Proceedings of NORMA14, 2015, p. 215-225Conference paper (Refereed)
    Abstract [en]

    For mathematics teachers to achieve an instruction where students have the opportunity to develop different mathematical competencies is difficult without access to adequate support. The most commonly used supportive tools are by far mathematics textbooks. However, in Sweden, there is very little research available on the characteristics of these materials. In this paper we aim to examine the relationship between teachers’ (K–6) perceived support from the curriculum materials and their mathematics instruction, looking for patterns associated with commonly used textbooks. Our analysis of teachers’ responses to a questionnaire (n=278) showed major differences regarding perceived support for teachers using different textbooks. This pattern was also evident when the teachers were to report about their mathematics instruction.

  • 11. Van Stenbrugge, H.
    et al.
    Lindvall, Jannika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Remillard, J.
    Bergqvist, T.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Designing elementary mathematics curriculum programs to accommodate a flexible use by a range of teachersManuscript (preprint) (Other academic)
1 - 11 of 11
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