{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/116048"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/116048","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Facilitating Instructional Change: A Case Study on Diffusion of Curriculum Innovation","abstract":"While much research has been conducted on train-the-trainer models for diffusing curriculum innovations at the K-12 level, not much is known about how such models play out at the undergraduate level, especially with newer curriculum innovations using student-centered instruction. I present findings from one such project: a case study on the second-generation facilitation of a professional development group focused on supporting instructors teaching with the Inquiry-Oriented Abstract Algebra (Larsen et al., 2013) curriculum materials. I investigate the relationship between the intent of the instructional support model and the facilitator's beliefs and goals for the professional development, using video data collected from a series of online meetings and from the facilitator's classroom in the year prior to his facilitation. Results indicate that the facilitator's orientations and goals around sharing authority and creating supportive learning environments, especially for women participants, both modify and stabilize the intentions of the TIMES project (NSF Awards: #1431595, #1431641, #1431393) as a whole, and the train-the-trainer model as a subsidiary.","abstract_html":"While much research has been conducted on train-the-trainer models for diffusing curriculum innovations at the K-12 level, not much is known about how such models play out at the undergraduate level, especially with newer curriculum innovations using student-centered instruction. I present findings from one such project: a case study on the second-generation facilitation of a professional development group focused on supporting instructors teaching with the Inquiry-Oriented Abstract Algebra (Larsen et al., 2013) curriculum materials. I investigate the relationship between the intent of the instructional support model and the facilitator's beliefs and goals for the professional development, using video data collected from a series of online meetings and from the facilitator's classroom in the year prior to his facilitation. Results indicate that the facilitator's orientations and goals around sharing authority and creating supportive learning environments, especially for women participants, both modify and stabilize the intentions of the TIMES project (NSF Awards: #1431595, #1431641, #1431393) as a whole, and the train-the-trainer model as a subsidiary.","abstract_has_math":false,"creators":["Mitchell, Corinne Beloved"],"institution":"Virginia Tech","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Mathematics","degree_department":"Mathematics","school":null,"contributors":[],"advisors":[],"committee_chairs":["Johnson, Estrella"],"committee_members":["Norton, Anderson Hassell","Wawro, Megan"],"year":2023,"date_issued":"2023-08-15","date_published":"2023-08-15","updated_at":"2026-07-22T22:20:40Z","subjects":["professional development","inquiry-oriented curricula","instructional change"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:38309"],"render_values":[{"text":"vt_gsexam:38309","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/116048","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Johnson, Estrella"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Norton, Anderson Hassell","Wawro, Megan"]},{"key":"dc:contributor.department","label":"Department","values":["Mathematics"]},{"key":"dc:creator","label":"Author","values":["Mitchell, Corinne Beloved"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-08-16T08:00:20Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-08-16T08:00:20Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-08-15"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Mathematics"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["professional development","inquiry-oriented curricula","instructional change"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:38309"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/116048"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["While much research has been conducted on train-the-trainer models for diffusing curriculum innovations at the K-12 level, not much is known about how such models play out at the undergraduate level, especially with newer curriculum innovations using student-centered instruction. I present findings from one such project: a case study on the second-generation facilitation of a professional development group focused on supporting instructors teaching with the Inquiry-Oriented Abstract Algebra (Larsen et al., 2013) curriculum materials. I investigate the relationship between the intent of the instructional support model and the facilitator's beliefs and goals for the professional development, using video data collected from a series of online meetings and from the facilitator's classroom in the year prior to his facilitation. Results indicate that the facilitator's orientations and goals around sharing authority and creating supportive learning environments, especially for women participants, both modify and stabilize the intentions of the TIMES project (NSF Awards: #1431595, #1431641, #1431393) as a whole, and the train-the-trainer model as a subsidiary."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["While much research has been conducted on train-the-trainer models for spreading curriculum innovations at the K-12 level, not much is known about how such models play out at the undergraduate level, especially with newer curriculum innovations using student-centered instruction. I present findings from one such project: a case study on the second-generation facilitation of a professional development group focused on supporting instructors teaching with the Inquiry-Oriented Abstract Algebra (Larsen et al., 2013) curriculum materials. These are student-centered instructional materials designed to engage students with developing and formalizing mathematical ideas as members of a classroom community, as opposed to passive lecture-based teaching. I investigate the relationship between the intent of the instructional support model and the facilitator's beliefs and goals for the professional development, using video data collected from a series of online meetings and from the facilitator's classroom in the year prior to his facilitation. Results indicate that the facilitator's orientations and goals around sharing authority and creating supportive learning environments, especially for women participants, both modify and stabilize the intentions of the TIMES project (NSF Awards: #1431595, #1431641, #1431393) as a whole, and the train-the-trainer model as a subsidiary."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Facilitating Instructional Change: A Case Study on Diffusion of Curriculum Innovation"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Johnson, Estrella"],"dc:contributor.committeemember":["Norton, Anderson Hassell","Wawro, Megan"],"dc:contributor.department":["Mathematics"],"dc:creator":["Mitchell, Corinne Beloved"],"dc:date.accessioned":["2023-08-16T08:00:20Z"],"dc:date.available":["2023-08-16T08:00:20Z"],"dc:date.issued":["2023-08-15"],"dc:description.abstract":["While much research has been conducted on train-the-trainer models for diffusing curriculum innovations at the K-12 level, not much is known about how such models play out at the undergraduate level, especially with newer curriculum innovations using student-centered instruction. I present findings from one such project: a case study on the second-generation facilitation of a professional development group focused on supporting instructors teaching with the Inquiry-Oriented Abstract Algebra (Larsen et al., 2013) curriculum materials. I investigate the relationship between the intent of the instructional support model and the facilitator's beliefs and goals for the professional development, using video data collected from a series of online meetings and from the facilitator's classroom in the year prior to his facilitation. Results indicate that the facilitator's orientations and goals around sharing authority and creating supportive learning environments, especially for women participants, both modify and stabilize the intentions of the TIMES project (NSF Awards: #1431595, #1431641, #1431393) as a whole, and the train-the-trainer model as a subsidiary."],"dc:description.abstractgeneral":["While much research has been conducted on train-the-trainer models for spreading curriculum innovations at the K-12 level, not much is known about how such models play out at the undergraduate level, especially with newer curriculum innovations using student-centered instruction. I present findings from one such project: a case study on the second-generation facilitation of a professional development group focused on supporting instructors teaching with the Inquiry-Oriented Abstract Algebra (Larsen et al., 2013) curriculum materials. These are student-centered instructional materials designed to engage students with developing and formalizing mathematical ideas as members of a classroom community, as opposed to passive lecture-based teaching. I investigate the relationship between the intent of the instructional support model and the facilitator's beliefs and goals for the professional development, using video data collected from a series of online meetings and from the facilitator's classroom in the year prior to his facilitation. Results indicate that the facilitator's orientations and goals around sharing authority and creating supportive learning environments, especially for women participants, both modify and stabilize the intentions of the TIMES project (NSF Awards: #1431595, #1431641, #1431393) as a whole, and the train-the-trainer model as a subsidiary."],"dc:description.degree":["Master of Science"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:38309"],"dc:identifier.uri":["http://hdl.handle.net/10919/116048"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["professional development","inquiry-oriented curricula","instructional change"],"dc:title":["Facilitating Instructional Change: A Case Study on Diffusion of Curriculum Innovation"],"dc:type":["Thesis"],"thesis:degree_discipline":["Mathematics"],"thesis:degree_level":["masters"],"thesis:degree_name":["Master of Science"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:40Z"}