Providing School-Based Learning in Elementary School Mathematics: The Case of a Professional Development School Partnership

Autor/in	Polly, Drew
Titel	Providing School-Based Learning in Elementary School Mathematics: The Case of a Professional Development School Partnership
Quelle	In: Teacher Development, 21 (2017) 5, S.668-686 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2017.1308427
Schlagwörter	Elementary School Mathematics; College School Cooperation; Partnerships in Education; Professional Development Schools; Outcomes of Education; Interviews; Observation; Qualitative Research; Mathematics Achievement; Mathematics Tests; Teacher Leadership; Mathematics Instruction; Faculty Development; Disadvantaged Schools; Data Analysis + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Hochschulpartnerschaft; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Beobachtung; Qualitative Forschung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerfunktionsstelle; Mathematics lessons; Mathematikunterricht; Auswertung
Abstract	School-university partnerships also known as professional development school (PDS) partnerships provide potential for universities and schools to establish partnerships that can benefit university faculty, school teachers, university students, and school students. This study examines the impact of a PDS partnership in which the author served as a school-based mathematics coach for two years in a high-need elementary school. Data sources included interviews, surveys, and field notes from classroom observations. Inductive qualitative analyses which were situated in a multi-level framework for researching professional development found that teachers posed more cognitively demanding mathematical tasks and high-level questions in year two compared to year one of this project. Further, student achievement was noted on both state-wide and district-created assessments. Also teachers reported that the school-based approach to professional development led to some teachers taking on more informal leadership roles to support their colleagues' mathematics instruction. Implications for school-based learning opportunities across the world include the need to establish specific university-school partnerships, and carefully designing research studies to examine the impact of these learning opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01