The Curriculum Topic Study (CTS) process provides a professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment.
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About the Author
Page Keeley is an author, speaker, and consultant who works with school districts and STEM organizations throughout the U.S. and internationally in the areas of formative assessment and teaching for conceptual change. She recently retired from the Maine Mathematics and Science Alliance (MMSA) where she was the Senior Science Program Director for 16 years, directing projects and developing resources in the areas of leadership, professional development, linking standards and research on learning, formative assessment, and mentoring and coaching. She has been the Principal Investigator and Project Director of three National Science Foundation–funded projects, including the Northern New England Co-Mentoring Network; PRISMS: Phenomena and Representations for Instruction of Science in Middle School; and Curriculum Topic Study: A Systematic Approach to Utilizing National Standards and Cognitive Research. In addition to NSF funded projects, she has directed state Math-Science Partnership (MSP) projects, including TIES K–12: Teachers Integrating Engineering into Science K–12, and a National Semi-Conductor Foundation grant, Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley also founded and directed the Maine Governor’s Academy for Science and Mathematics Education Leadership, a replication of the National Academy for Science Education Leadership, of which she is a fellow.
Keeley is the author of eighteen books and numerous journal articles and book chapters. She is also a co-author for McGraw-Hill’s elementary and middle school science programs. Keeley taught high school science for 2 years and middle school mathematics and science for 12 years before leaving the classroom in 1996. At that time she was an active teacher leader at the state and national level. She served two terms as president of the Maine Science Teachers Association and was the District II National Science Teachers Association (NSTA) director. She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken National Distinguished Educator Award in 1993, was named the AT&T Maine Governor’s Fellow in 1994.
As a nationally known professional developer and speaker, she received the National Staff Development Council’s (now Learning Forward) Susan Loucks-Horsley Award for Leadership in Science and Mathematics Professional Development in 2009, and the National Science Education Leadership Association’s Outstanding Leadership in Science Education Award in 2013. She has been a science education delegation leader for the People to People Citizen Ambassador Professional Programs, leading the South Africa trip in 2009, the China trip in 2010, the India trip in 2012, the Cuba trip in 2014, and the Peru trip in 2015.
Prior to teaching, Keeley was a research assistant in immunogenetics at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences from the University of New Hampshire and her Masters in Science Education from the University of Maine. In 2008, Keeley was elected the sixty-third president of the National Science Teachers Association (NSTA). She can be followed on Twitter @CTSKeeley and can be contacted through her website at www.uncoveringstudentideas.org or through Corwin for information about the professional development she and her colleagues provide.
Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.
Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co–principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co–principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.
Table of ContentsList of Curriculum Topic Study Guides
Foreword, by Joan Ferrini-Mundy
About the Authors
1. Introduction to Curriculum Topic Study
What Is Curriculum Topic Study?
Why Study a Curriculum Topic?
Why Focus on Topics?
The Underlying Knowledge and Research Base
The Origin of Curriculum Topic Study: From Science to Mathematics
Research on Readers' Interaction With Text
Mathematics Teachers and Teaching
The Teacher Professional Continuum
2. Examining the Components of a Curriculum Topic Study
The CTS Guide
Common Resources for Study and Reflection
3. Engaging in Curriculum Topic Study
The CTS Learning Cycle: Inquiry, Study, and Reflection
Using CTS Alone or With a Group
4. Contexts for Using Curriculum Topic Study
CTS and Mathematics Content Knowledge
CTS and Curriculum
CTS and Instruction
CTS and Assessment
CTS and Preservice and Novice Teacher Support
CTS and Leadership Development
CTS and Professional Development
5. Images From Practice: Curriculum Topic Study (CTS) Vignettes
Vignette 1: A Team of Primary Teachers Uses CTS to Clarify Disctric Curriculum Goals for Addition and Subtraction Concepts
Vignette 2: A High School Teacher Uses CTS to Guide Implementation of a Unit on Functions
Vignette 3: A Department Chair Uses CTS to Help Guide a Discussion on Quadratic Factoring
Vignette 4: A Multi-Grade Elementary Team Uses CTS to Examine Alignment of Curriculum, Instruction, and Assessment
Vignette 5: A Middle School Teacher Uses CTS to Understand Concepts of Surface Area and Volume
Viggette 6: A Team of Middle and High School Teachers Uses CTS to Identify Goals for Learning About Decimals, Fractions, and Percents
Vignette 7: An Intermediate Teacher Uses CTS to Prepare for a Unit on Probability
Vignette 8: Teachers Use CTS to Analyze Student Thinking on Area Measurement
Vignette 9: A Teacher Leader Uses CTS to Prepare for a Professional Development Session on Proportionality
6.Curriculum Topic Study Guides
Organization of CTS Guides
Description of CTS Categories
Reasource A: Additional Resources to Support Curriculum Topic Study
Reaource B: Worksheets for Curriculum Topic Study