Laura Albrecht
Research Subjects
Research Interests
Laura Albrecht has a total of 5 co-authors. Here are the top co-authors by number of shared publications:
- Alejandra Duarte
College of Education, North Carolina State University, Raleigh, NC 27695, USA
1 shared publication - Brianna Bentley
Department of Teacher Education and Learning Sciences, North Carolina State University, Raleigh, NC 27695, USA
1 shared publication - Brittany Miller
Friday Institute for Educational Innovation, Raleigh, NC 27606, USA
1 shared publication - Jessica Hunt
North Carolina State University
1 shared publication - Lance Kruse
Invontics LLC
1 shared publication
Latest Publications
- Open Access
- 10 January 2023
- Published by MDPI AG in Education Sciences
- Vol. 13 (1) , 68
Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning
Efforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching and learning. Yet, few studies have examined the impact of professional development designed to bolster teachers’ knowledge of and beliefs about young children’s mathematical development. In this study, we evaluated whether participants’ beliefs changed significantly after engaging in online professional learning on teaching math to young children, overall orientations of participants’ teaching practices and shifts over time, and how changed beliefs might coincide with changed orientations to practice. We employed a multilevel mixed methods design, with quantitative results showing changes in participants’ overall beliefs based on survey data. We discuss how trends in perceived instructional practices coincide with beliefs found to be statistically significant in the quantitative analysis and the potential for online professional development to influence beliefs. Considerations for design of online professional learning and implications for future research are shared.
- 10 January 2023
- Published by MDPI AG in Education Sciences
- Vol. 13 (1) , 68
Open AccessTeacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning
Efforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching and learning. Yet, few studies have examined the impact of professional development designed to bolster teachers’ knowledge of and beliefs about young children’s mathematical development. In this study, we evaluated whether participants’ beliefs changed significantly after engaging in online professional learning on teaching math to young children, overall orientations of participants’ teaching practices and shifts over time, and how changed beliefs might coincide with changed orientations to practice. We employed a multilevel mixed methods design, with quantitative results showing changes in participants’ overall beliefs based on survey data. We discuss how trends in perceived instructional practices coincide with beliefs found to be statistically significant in the quantitative analysis and the potential for online professional development to influence beliefs. Considerations for design of online professional learning and implications for future research are shared.