Publications and Presentations

This page contains links to various presentations and publications developed throughout this project.

Capstone Meeting Materials

• Keynote Presentation by Bill Moore
• Professional Learning Through Inquiry Presentation by Jackie Coomes
• The Power of Cross-Sector Classroom Visitation: Protocol and Best Practices
• Mathematics Pathways: The Right Math for the Right Student at the Right Time
• College-Ready and College-Level
• Next Steps Roundtable Discussions

Presentations

• Agriss, S. W., Alvin, B., Reid, A., Coomes, J., Young, J.A., Olson, D., Many, A. (2017). Collaborative Inquiry-based Professional Development for High School and College English and Math Faculty: Design, Implementation, and Facilitation. ATL 2017
• Agriss, S. W., Alvin, B., Reid, A., Coomes, J., Young, J.A., Olson, D., Many, A. (2017). Successful transitions to college: A cross-sector English and mathematics collaboration. A Panel Session at the 15th Annual Hawaii International Conference on Education, Waikiki, Hawaii, January 3-6, 2017. Hawaii International Conference on Education
• Alvin, B., Coomes, J., & Olson, D. (October, 2016). Increasing capacity for professional growth through inquiry: Focusing on process. The Northwest Mathematics Conference, Yakima, WA October 21-23, 2016. Northwest Mathematics Conference Presentation
• Agriss, S., Alvin, B., Coomes, J., Reid, A., Young, J., & Olson, D. (May, 2016). Cross-Sector Communities of Practice: University, Community College, and High School English and Mathematics Collaborations. Invited presentation for the Assessment, Teaching and Learning Conference. Vancouver, WA, May 4-6, 2016. atl2016
• Coomes, J., Alvin, B., Reid, A., Agriss, S., & Young, J. (2015). Successful transitions: A cross-sector, cross-disciplinary partnership. Pave the Way Conference: Advancing Equity, Access, Readiness, and Support. Tacoma, WA, October 5-6, 2015. Pave the Way Presentation
• Alvin, B., Agriss, S., Coomes, J., Reid, A., Wildman, P., & Young, J. (April, 2015). Successful transitions to college: Cross-sector collaboration, aimed at student success. Assessment, Teaching, and Learning Conference, Spokane, WA, April 29-May 1, 2015.

Publications

• Coomes, J., Alvin, B., & Olson, D. (2017). Cross sector collaboration to improve teaching and learning through focused inquiry. Annual Perspectives in Mathematics Education 2017. NCTM: Reston, VA.
• WERA Education Journal: Successful Transitions to College: An English Language Arts K-12/Higher Education Partnership WERA Education Journal

References Used Throughout the Three Year Project: 

1. Agriss, S. W., Reid, A., & Young, J. (2016). Successful transitions to college: An English language arts k-12/higher education partnership. The WERA Educational Journal, 8(2), 64-70.
2. Anderson, N., Chapin, S., & O’Connor, C. (2011). Classroom Discussions: Seeing Math Discourse in Action, Grades K-6. Math Solutions. New York, NY: Scholastic.
3. Annenberg Institute for School Reform. (2004). Professional Learning Communities: Professional Development Strategies That Improve Instruction. Providence, RI: Brown University.
4. Brookfield, S, D. (1988). Understanding and facilitating adult learning. School Library Media Quarterly, 16(2), 99-105.
5. Bryk, A. S., Gomez, L. M., & Grunow, A. (2011). Getting ideas into action: Building networked improvement communities in education. In Frontiers in Sociology of Education (pp. 127-162). Netherlands: Springer.
6. Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.
7. Conley, D. T. (2011). Building on the common core. Educational Leadership, 68(6), 16-20.
8. Coomes, J., Alvin, B., & Olson, D. (In publication). Cross sector collaboration to improve teaching and learning through focused inquiry. Annual Perspectives in Mathematics Education 2017. NCTM: Reston, VA.
9. Csikszentmihalyi, M. (1997). Intrinsic motivation and effective teaching: A flow analysis. In J. L. Bess (Ed.), Teaching well and liking it: Motivating faculty to teach effectively (pp. 72-92). Baltimore, MD: Johns Hopkins University Press.
10. Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council.
11. Hillocks, G. (1999). Ways of thinking, ways of teaching. New York, NY: Teachers College Press.
12. Lea, M. R., & Street, B. V. (2006). The “academic literacies” model: Theory and applications. Theory into practice, 45(4), 368-377.
13. Morris, A. K., & Hiebert, J. (2011). Creating shared instructional products: An alternative approach to improving teaching. Educational Researcher 40(1), 5-14.
14. Nelson, T. H., Slavit, D., &Deuel, A. (2012). Two dimensions of an inquiry stance toward student-learning data. Teachers College Record, 114(8), 1-42.
15. Palmisano, M. J. (2013). Taking inquiry to scale: An alternative to traditional approaches to education reform. National Council of Teachers of English.
16. Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical thinking and learning, 10(4), 313-340.
17. Trivette, C. M., Dunst, C. J., Hamby, D. W., & O’Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies. Winterberry Research Syntheses, 2(2). Asheville, NC: Winterberry Press.
18. Wagganer, E. L. (2015). Creating math talk communities. Teaching Children Mathematics, 22(4), 248-254.
19. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.