Catherine D. Bruce

Publications

Articles in refereed Journals:

Bruce, C., Esmonde, I., Ross, J., & Gookie, L., Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26(8), 1598-1608.
 

Bruce, C. & Ross, J. (2009). Conditions for effective use of interactive on-line learning objects: The case of a fractions computer-based learning sequence. Electronic Journal of Mathematics and Technology [online serial] 3(1). Available http://www.radford.edu/ejmt

Ross, J. Sibbald, T. & Bruce, C. (2009). Using a technology-based learning tool to differentiate instruction:                Factors influencing student assignment to multi-media learning objects in mathematics. Journal of Computer        Assisted Learning 25, 562-573.

Bruce, C. D. & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grade 3 and 6 mathematics. Canadian Journal of Education, 31(2), 346-370.

Ross, J.A., Ford, J. & Bruce, C. (2008). Needs assessment for the development of learning objects. Alberta Journal of Educational Research 53(4).

Ross, J.A., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of a randomized experiment. Journal of Educational Research 101(1), 50-60.

Bruce, C. (2007). Questions arising about emergence, data collection and its interaction with analysis in a grounded theory study. International Journal of Qualitative Methods, 6(1). Available: http://www.ualberta.ca/~iiqm/backissues/6_1/bruce.pdf

Bruce, C. (2007). Student interaction in the math classroom: Stealing ideas or building

Understanding? Research into Practice: Ontario Association of Deans of Education. Research Monograph # 1 (premier edition), 1-4.

CirculationRo

Ross, J.A., & Bruce, C. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education 23(2), 146-159.

Ross, J. A., Bruce, C., & Hogaboam-Gray, A. (2006). The impact of a professional development program on student achievement in grade 6 mathematics. Journal of Mathematics Teacher Education, 9, 551-577.

Ross, J.A., Hogaboam-Gray, A., McDougall, D., & Bruce, C. (2002). The contribution of technology to the implementation of mathematics education reform: Case studies of grade 1-3 teachers. Journal of Educational Computing Research, 26(1), 123-140.

Articles accepted in refereed journals:

Bruce, C. & Flynn, T. (accepted). Which is greater: One half or two fourths? An examination of how two Grade 1 students negotiate meaning, (Canadian Journal for Studies in Science, Mathematics and Technology Education)

Ross, J., Scott, G. & Bruce, C. (accepted). The gender confidence gap in junior high

school mathematics: Gender differences in student belief-achievement relationships. (School Science and

Mathematics)

Ross, J., Bruce, C., & Sibbald, T. (accepted). Sequencing Computer-Assisted Learning of Transformations of Trigonometric Functions. Teaching Mathematics and Its Applications, Oxford Press.

Articles in development:

Ross, J. & Bruce, C. (in review, rejected; requires major revisions). Quantitative inquiry into collaborative action research: Measuring teacher benefits. (Evaluation and Program Planning, withdrawn in September from Professional Development in Education)

Bruce, C. (in preparation for April 1 deadline, 2011). The Uses and Effects of Interactive Whiteboard Technology         in Mathematics Classrooms. Target: What works: Research into practice monograph

Books in Progress:

Beatty, R. & Bruce, C. (prospectus accepted, letter of intent completed, text in Development June 2010;
        projected completion data of October 2011). Patterning and Algebra: Connecting Multiple Representations         of Linear Relationships. Toronto: Nelson Publications, Canada.

Bruce, C. in collaboration with ETFO. (4 chapters submitted). Collaborative Action Research: Teachers
        Learning Together: A professional guidebook. (commissioned writing)

Chapters in Refereed Books:

Bruce, C. & Ladky, M. (2011). What’s going on backstage? Revealing the work of lesson study.
In Hart, L., Alston, A., & Murata, A. (Eds.), Learning Together: Lesson-study research and practice in mathematics education. Springer Press.

Beatty, R. & Bruce, C. (2011). Assessing a research/professional development model in patterning and algebra. In Bednarz, N., Fiorentini, D. & Huang, R. (Eds.), International Approaches to Professional Development for Mathematics Teachers. University of Ottawa Press.

Bruce, C. (2003). Multiage Author Groups: One way to untangle the revision knot. In S. Peterson (Ed.), Untangling Some Knots in K-8 Writing (pp. 27-39). Newark, DE: International Reading Association.

Chapters submitted:

Bruce, C., Theis, L & Lessard, G. (submitted September, 2010). Teaching mathematics to special needs students: Who is at risk?, In P. Llilledaj (Ed.), Canadian Mathematics Educators Study Group Annual Conference Proceedings.

Bruce, C. (submitted October 2010). The relationship between collaborative action research and leadership. In Collaborative Action Research: Effects of teacher-directed research in Ontario schools. Elementary Teachers’ Federation of Ontario Press: Toronto.

Refereed Articles in Peer Reviewed Conference Proceedings:

Beatty, R. & Bruce, C. (2008). Assessing a research/pd model in patterning and algebra. Proceedings of the 11^th International Congress on Mathematical Education, Monterrey, Mexico.

Bruce, C. & Ross, J.A. (2007). Tools to support low achievers: A mixed methods study of

students learning fractions. In Lamberg, T. (Ed.)  Proceedings of the twenty-ninth

Psychology of Mathematics Association-North America. (October)

Bruce, C. & Ross, J.A. (2006). Teacher peer coaching in grade 3-6 mathematics. In Alatorre, S., Cortina, J.L., Saiz, M., Mendez, A. (Eds.) Proceedings of the twenty-eighth Psychology of Mathematics Association-North America.

Bruce, C. (2005). Teacher candidate efficacy in mathematics: Factors that facilitate increased efficacy. In Lloyd, G.A., Wilson, S., Wilkins, J.L.M. & Behm, S.L. (Eds.) Proceedings of the twenty-seventh Psychology of Mathematics Association-North America.

Ross, J.A. & Bruce, C. (2005). Teachers’ beliefs in their instructional capacity. In Lloyd, G.A., Wilson, S., Wilkins, J.L.M. & Behm, S.L. (Eds.) Proceedings of the twenty-seventh Psychology of Mathematics Association-North America.

Bruce, C. (2004). Building confidence in teaching mathematics: Experiences of pre-service teachers that hinder and enable confidence. In McDougall, D. & and Ross, J.A. (Eds.) Proceedings of the twenty-sixth Psychology of Mathematics Association-North America.

Ross, J. A., McDougall, D., Bruce, C., Ben Jaafar, S., & Lee, J. (2004). A multi- dimensional approach to mathematics in-service. In McDougall, D. & and Ross, J.A. (Eds.)Proceedings of the twenty-sixth Psychology of Mathematics Association-North America.

Invitational Addresses:
 

Bruce, C. (March, 2011). SIG Research presentation on Technology-based Mathematics Learning, Institute of Education, University of London, UK.

Bruce, C. (December, 2010). Mathematics Educational Research in Ontario, Association of Educational Researchers of Ontario. Keynote Speaker, Toronto, ON.

Bruce, C. (October, 2010). Ontario Research Panel on Mathematics Professional Learning. Ministry of Education, Toronto, ON. (1 of 8 Ontario researchers selected)

Bruce, C. (May, 2010). Expert Panel Member. The Learning Consortium, University of Toronto, Toronto, ON. 
(1 of 3 Canadian researchers selected)

Bruce, C. (May, 2010). Keynote Address. MISA. Collaborative Research Partnerships. (evening keynote to kick off provincial education research conference), Kingston, ON.

Bruce, C. (February, 2010). Keynote Address, Ontario Education Research Symposium. Classroom-embedded inquiry. Ministry of Education of Ontario. (Full day keynote presentation with Dr. Ben Levin from the University of Toronto), Toronto, ON.

      Additional Invited Research Presentations at OERS: Bruce, C. (February, 2010)

·      Bruce, C. & Ross, J., Quantitative and Qualitative Results of the Teachers Learning Together Project: Mathematics

·      Ross, J. & Bruce, C., Student and Teacher Benefits of District Level Professional Learning

·      Bruce, C. & Ross, J., Research on Reshaping Notions of Professional Development within Large-Scale Elementary School Reform

Bruce, C. (November, 2009). Teachers Learning Together: Lessons learned about collaborative action research in mathematics. Elementary Teachers’ Federation of Ontario, Provincial Research Symposium, Toronto, ON.

Bruce, C. & Mackenzie, J. (March and June, 2009). Keynote: Co-planning and Co-teaching in Mathematics. Simcoe Muskoka Catholic District School Board, Barrie: ON.

Bruce, C. & Beatty, R. (January, 2009). Keynote Speaker: Building Research and Teaching Partnerships. Ontario Mathematics Coordinators Association. Ingersoll, ON.

Bruce, C. (January, 2009). Invited Fellowship Lecture. Effective Uses of Interactive Whiteboards in Mathematics Teaching and Learning. Queen’s University, Kingston, ON.

Bruce, C. (November, 2008). Bridging Research and Practice through Collaborative Projects. Fields Math Institute, University of Toronto.

Bruce, C. & Ross, J. (February, 2008). Math and Literacy: Growing Accessible, Interactive, Networked Supports         (GAINS) Regional Pilot – A research study on fractions learning objects. Ontario Education Research Panel         – Ontario Research Symposium, Toronto.

Dawson, R., Bruce, C., Kingston, T. & McFarland, N. (February, 2008). Teachers Learning Together: A Collaborative Action Research Endeavour. Ontario Education Research Panel – Ontario Research Symposium, Toronto.

Bruce, C. (January, 2008). Lesson study as a form of teacher professional development in

      mathematics teaching with SMARTBoards. Fields Math Institute, University of Toronto.

Bruce, C. & Beatty, R. (2007). Coaching for student success in Mathematics. Webcast:

Ontario Secretariat for Literacy and Numeracy, available at: http://www.curriculum.org/secretariat/june28.html

Bruce, C. (2006). Efficacy shifts of teacher candidates learning to teach mathematics. In Liljedahl, P. (Ed). Proceedings of the Canadian Mathematics Educators Study Group, 2006.

Refereed Conference Papers and Presentations:

Bruce, C. (2011). Bridging Research-Practice Gaps through Collaborative Action Research: Understanding

        Early Algebra Concepts, British Society for Research opmt Learning Mathematics, Institute of Education,

        University of London, UK.

Bruce, C. & Flynn, T. (2011). Bridging Research-Practice Gaps through Collaborative Action Research:                         Understanding Early Algebra Concepts. British Society for Research into Mathematics Learning: One Day                     Conference, Institute of Education: University of London, England.

Bruce, C., McPherson, R., & Sobatti, M. (2011). Significant teaching and learning moments using interactive            
        whiteboards in mathematics. Geogebra Conference, Toronto, ON.

Bruce, C. & Flynn, T. (2011). Digital Video Data Collection and Analysis Procedures that Engage Practitioners in             Meaningful Research. American Education Research Association, New Orleans, Louisiana.

Ross, J. & Bruce, C. (2011). The gender confidence gap in junior high school mathematics: Gender                                 differences in student belief-achievement relationships. American Education Research Association, New
        Orleans, Louisiana.

Bruce, C. & Ross, J. (2011). Developing Instructional Capacity through Research

        Partnerships. American Education Research Association, New Orleans, Louisiana.

Bruce, C., Flynn, T & Moher, L. (2011). Collaborative Action Research as an Effective Model for Professional                 Development in Mathematics: Exploring Early Algebra Concepts. Fields Mathematics Institute Annual                 Research Day, University of Toronto.

Papers include:

·      Bruce, C. & Ladky, M. -Using design research to test and enrich a Lesson Study model: A close examination of the complexities of the lesson study cycle

·      Flynn, T. & Bruce, C. - Examining the dynamic nature of one school’s engagement with Lesson Study:
The value of a design research approach for uncovering the dependent variables

              Discussants: Alan Collins & Catherine Lewis

Bruce, C., Ross, J., Emengou, B., Ali, S. (2010). Results of the external review for an Ontario Mathematics 

        professional development program (CIL-M). Canadian Society of Studies in Education, Montreal, QU.

Ross, J. & Bruce, C. (2010). Teacher benefits of collaborative action research: Results of a quantitative inquiry. American Evaluation Association: Evaluation 2010, Texas.

Bruce, C., Ladky, M., & Flynn, T. (2009). Interactive whiteboard use in math classrooms: Grounding theory in practice. National Council for Teachers of Mathematics, Research pre-session. Washington, DC.

Dawson, R., Bennett, J. & Bruce, C. (2009). Teachers Learning Together: Action Research to Promote Professional Growth in Elementary Teachers. American Educational Research Association, Annual Conference, San Diego, CA.

Bruce, C. (2009). Chair of Symposium: Crossing Boarders: Examining the nature and effects of Japanese Lesson Study in Canadian school contexts. Canadian Society of Studies in Education, Ottawa, ON. Papers include:

·Ladky, M., Bruce, C. & Flynn, T. (2009). Uncovering the backstage work of teachers in a close examination of the Lesson Study cycle. Ottawa, ON.

      ·Flynn, T., Hedges, H. & Bruce, C. (2009) The ripple effect of mathematics Lesson Study – one school story.  Ottawa, ON.

Ross, J. & Bruce, C. (2009). Student achievement effects of technology-supported

remediation of understanding of fractions. Canadian Society of Studies in Education, Ottawa, ON.

Bruce, C. & Ross, J. (2009). The conditions for effective use of online learning objects – a close look at a computer-based fractions sequence. Canadian Society of Studies in Education, Ottawa, ON.

Sibbald, T., Ross, J. & Bruce, C. (2009). Characteristics of students assigned to technology: Within-teacher analysis. Canadian Society of Studies in Education. Ottawa, ON.

Bruce, C. & Beatty, R. (2008). Effects of a research/professional development model on teacher learning. National Council of Teachers of Mathematics, Research Pre-session, Salt Lake City, Utah.

Beatty, R, & Bruce, C. (2008). Evaluating a research/professional development model

through student outcomes. American Educational Research Association,

Annual Conference, New York.

Bruce, C. (April, 2007). Enhancing the dynamics of focus group interviews: Images and

stories of aspiring math teachers. American Educational Research Association,

Annual Conference, Chicago.

Bruce, C. (April, 2007). Efficacy shifts of preservice teachers learning to teach mathematics. American Educational Research Association, Annual Conference, Chicago.

Ross, J.A. & Bruce, C. (April, 2007). Effects of professional development on teacher efficacy: Results of a randomized field trial. American Educational Research Association, Annual Conference, Chicago.

Bruce, C. (2006). Constructivist grounded theory: Questions arising about data collection and its interaction with analysis. American Educational Research Association, Annual Conference, San Francisco.

Ross, J.A., & Bruce, C. (2006) Student achievement effects of teacher professional development in grade 6 mathematics: A randomized field trial, American Educational Research Association, Annual Conference, San Francisco.

Bruce, C., & Ross, J.A. (2005). Teacher self assessment: A mechanism for facilitating professional growth. American Educational Research Association, Annual Conference, Montreal.

Bruce, C. (2004). Themes from the inside: Tensions and negotiations of power in building a community of practice as a new school of education. Paper presented at the Canadian Society for the Study of Education, Annual Conference, Winnipeg.

Technical Reports & Other Published Documents:

Bruce, C., Ross, J. & Flynn, T. (2010). Report on Collaborative Action Research Provincial Project: Year 3. Submitted to the Elementary Teachers’ Federation of Ontario. Toronto.

Bruce, C. & Ross, J. (2010). Report for External Review of the Collaborative Inquiry and Learning-Mathematics Project: Year 2. Submitted to the Literacy and Numeracy Secretariat. Toronto.

Bruce, C. & Ross, J. (2010). Report on the field tests of CLIPS: Trigonometry and Algebra. Submitted to the Ministry of Education, Ontario, Toronto.

Bruce, C. & Flynn, T. (2010). Collaborative Action Research in Mathematics: A three-year partnership project with the Elementary Teachers’ Federation of Ontario. Submitted to the Elementary Teachers’ Federation of Ontario, Toronto.

Bruce, C. & Ross, J. (2009). Report for External Review of the Collaborative Inquiry and Learning-Mathematics Project. Submitted to the Literacy and Numeracy Secretariat. Toronto.

Bruce, C. & Flynn, T. (2009). Collaborative Action Research in Mathematics: A partnership project with the Elementary Teachers’ Federation of Ontario. Submitted to the Elementary Teachers’ Federation of Ontario, Toronto.

Bruce, C. & Mackenzie, J. (2008). Collaborative Action Research: A model for teacher professional development. Submitted to the Elementary Teachers’ Federation of Ontario. Toronto.

Bruce, C., Ladky, M., Ross, J.A., Mackenzie, J. & Flynn, T. (2008). Building Capacity in Technology Use through Research in Lesson Study - A Partnership Project with KPRDSB, Trent University, the University of Toronto, and the Ontario Ministry of Education. Submitted to the Ministry of Education.

Bruce, C., Ross. J.A., Flynn, T. & Scoffin, S. (2008). Building Teacher Capacity and Improving Student Achievement through Differentiated Instruction: A Partnership Project with PVNCCDSNB, Trent University, the University of Toronto, and the Ontario Ministry of Education. Submitted to the Ministry of Education.

Ross, J.A., Bruce, C., Scoffin, S. & Sibbald, T. (2008). Connecting practice and research: CLIPS project final report to the Ontario Ministry of Education, Peterborough, ON: Trent U/OISE of UT

Bruce, C. Ross, J.A. & Scoffin, S. (2007). Tools to support low achievers: A mixed

methods study of students learning fractions. Interim Report of Ontario Ministry of Education & Training Research Grant, Peterborough, ON: Trent U/OISE of UT

Bruce, C., Ross, J.A. & Scoffin, S. (2006). Effects of peer coaching and professional

development in mathematics literacy: One school story, Kawartha Pine Ridge District

School Board. Peterborough, ON: Trent University.

Ross, J.A., Bruce, C., Scoffin, S. (2005, November). Peer coaching in grade 3-6 mathematics: effects on teacher practice and teacher efficacy.Year2. Final Report of Ontario Ministry of Education & Training Transfer Grant. Peterborough, ON: OISE/UT Trent Valley.

Ross, J.A., Hogaboam-Gray, A., & Bruce, C. (2004, December). Student achievement effects of professional development for grade 6 mathematics teachers in the Kawartha Pine Ridge District School Board. Peterborough, ON: OISE/UT Trent Valley.

Bruce, C., Leak, S. & Mackenzie, J. (2003, Fall). Water, water everywhere & Boards and wheels; Mathematics assessment units. (Kawartha Pine Ridge District School Board, Peterborough, Ontario)

Bruce, C. & Mackenzie, J. (2002). Online Course Manual: Assessment, Evaluation and Reporting: Additional Qualifications Course. Elementary Teacher’s Federation of Ontario. Toronto, Canada.

Bruce, C. & Mackenzie, J. (2001). Assessment, Evaluation and Reporting: Additional Qualifications Course. ETFO. Toronto, ON.

Ministry of Education. (2001). Ontario Curriculum Exemplars, Grades 1-8: Exemplars Documents; Mathematics, Toronto, On: Queen’s Printer Press.

Ross, J. A., Hogaboam-Gray, A., Bruce, C. & McDougall, D., (2000). Elementary school reform and higher order reasoning in mathematics. Ontario Ministry of Education and Training, Toronto, ON.

Knight, C., Mackenzie, J., & Bruce C. (2000). Public Accountability: School and Board Community Profiles: District Handbook. Kawartha Pine Ridge District School Board. Peterborough, ON.

Mackenzie, J., Norris, K., & Bruce, C. (2000). Short Story Anchor Papers: District Handbook. Kawartha Pine Ridge District School Board. Peterborough, ON.

Bruce, C. (1999). Planning to Assessing to Reporting: District Handbook. Kawartha Pine Ridge District School Board. Peterborough, ON.

Bruce, C., Stedwill, B., & Mackenzie, J. (1999). Provincial Report Card Handbook: District Handbook. Kawartha Pine Ridge District School Board. Peterborough, ON.

Kawartha Pine Ridge DSB, including Bruce, C. (1999). A Resource for Assessment, Evaluation, and Reporting. In collaboration with Ministry of Education. Toronto, ON.

Ontario Association of Mathematics Educators. (1999). Primary Mathematics Resource Document, permission granted for use of Mathematics Rubric generated by C. Bruce.

Digital Innovations:

Digital Papers: Housed at: www.tmerc.ca/digitalpapers

A series of interactive research papers, that include video excerpts, transcripts, diagrams of research activity and findings, and full research reports.

Goal: Dissemination of research in practical and engaging formats

Website Development:  www.tmerc.ca

A comprehensive website to disseminate research information on a variety of mathematics education topics including Effective uses of Interactive Whiteboards.

Non-refereed conferences:

Bruce, C. (2011). Effects of CLIPS on student learning of challenging mathematics concepts. Ontario Association of Mathematics Educators, University of Windsor, Ontario Canada.

Bruce, C. (2004). Identity shaping in a new professional teaching program. Paper presented at Trent University Identities Conference, Peterborough, Canada.