Professional Development – Theory and Research PDF Print E-mail

Clarke, D.J. (2009). Theoretical perspectives in mathematics teacher education. In M. Tzekaki, M. Kadrimidou, & H. Sakonidis (Eds.), In Search for Theories in Mathematics Education. Proceedings of the 33rd Conference of the International Group for Psychology of Mathematics Education, Volume 1. Thessaloniki, Greece: PME, pp. 85-93.

Clarke, D.J. (2003). International Perspectives on Teacher Education: Problems, Issues, and Trends. Introduction to a special issue in the Asia-Pacific Journal of Teacher Education & Development, 6(2), 1-3.

Clarke, D.J. & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967.

The result of over ten years refinement and empirical grounding of a theoretical model of teacher professional growth.

Clarke, D.J. (2002). Constructed Pedagogies. In L. Bazzini & C. Whybrow Inchley (Eds.), Mathematical Literacy in the Digital Era: Proceedings of CIEAEM 53. Milano: Ghiseti E Corvi, pp. 243-252.

Clarke, D.J. & Hollingsworth, H.  (2000). Seeing is understanding: Examining the merits of video and narrative cases. Journal of Staff Development 21(4), 40-43.

Hollingsworth, H. & Clarke, D.J. (1998). Improving Teaching: A Case for Cases. In J. Gough & J. Mousley, (Eds.) Mathematics: Exploring All Angles. Melb, Vic: Mathematics Association of Victoria, pp. 186-194 (ISBN 1-876308-72-9)

Hollingsworth, H. & Clarke, D.J. (1997). A structure for quality mathematics instruction.  In D.M. Clarke, P. Clarkson, D. Gronn, M. Horne, L. Lowe, M. Mackinlay, and A. McDonough (Eds.) Mathematics: Imagine the Possibilities.  Brunswick, Victoria: Mathematics Association of Victoria, pp. 299 - 304.

Richards, M. & Clarke, D.J. (1996). Goal transformation in a professional development program. In P.C. Clarkson (Ed.). Technology in mathematics education. Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia (MERGA), June 30 - July 3, 1996, at the University of Melbourne.  Melbourne: MERGA, pp. 477 - 485.

Clarke, D.J. & Hollingsworth, H. (1994). What professional development do mathematics teachers really want?  In C. Beesey & D. Rasmussen (Eds.) Mathematics without limits. Brunswick, Vic.:  Mathematical Association of Victoria, pp. 329 - 332.

Clarke, D.J. & Hollingsworth, H. (1994). Reconceptualising teacher change.  In G. Bell, B. Wright, N. Leeson, & J. Geake (Eds.) Challenges in Mathematics Education:  Constraints on Construction.  Proceedings of the Seventeenth Annual Conference of the Mathematics Education Research Group of Australasia, Southern Cross University, Lismore, NSW, Australia, July 5 - 8, 1994, Volume 1, pp. 153 - 164.

Clarke, D.J. & Peter, A. (1993). Modelling teacher change.  In B. Atweh, C. Kanes, M. Carss, & G. Booker (Eds.) Contexts in Mathematics Education. Kelvin Grove, Qld:  MERGA, pp. 167 - 176.

Peter, A., Clarke, D.J., & Carlin, P. (1992). Facilitating change for secondary mathematics teachers. Journal of Science and Mathematics Education in Southeast Asia vol. XV(2), 67 - 79.