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Creators/Authors contains: "Bonaccorso, Victoria"

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  1. ; ; (, Education Sciences)
    Research on teacher learning has continually defined tenants of effective professional development. However, sweeping overhauls and mandates have not yielded the intended results. Instead, transforming approaches to teaching can and should be achieved through innovative and incremental changes that build upon teachers’ existing expertise. Informed by Communities of Practice theory, we employed case study methodology to describe, explain, and assess the experiences of one middle school mathematics teacher’s longitudinal participation in an innovative and incremental continuous PD model focused on the Teaching for Robust Understanding (TRU) framework. Based on classroom observations and interview data, our findings show evidence of TRU-aligned changes in teaching practice as a result of years of participation in the PD model. These findings strengthen the call for innovative and incremental PD programs. 
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    Free, publicly-accessible full text available December 27, 2025
  2. ; ; ; (, AERA 2021 Annual Meeting)
    null (Ed.)
    Professional development that privileges teachers’ voice, equity, and the investigation of high-quality instruction is essential to the mathematics education community. However, more research is needed to understand the process, content, and depth of teachers’ learning in this setting. This paper shares our analytic method designed to capture such learning. We integrate three complementary perspectives: Communities of Practice (theoretical framework), Teaching for Robust Understanding (conceptual framework), and Frame Analysis (analytical framework). We show how this method captures changes in teachers’ participation and reification, indicating the process, content, and depth of their learning across their professional development experience. Such work iterates on Frame Analysis and advances the methodology to highlight additional tools to better understand teacher learning about components of powerful classrooms. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; (, American Educational Research Association Repository)
    null (Ed.)
    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; (, Proceedings of the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    null (Ed.)
    Full Text Available