Support for Professional Collaboration in Middle School Mathematics: A Complex Web

Autor/inn/en	Slavit, David; Kennedy, Anne; Lean, Zach; Nelson, Tamara Holmlund; Deuel, Angie
Titel	Support for Professional Collaboration in Middle School Mathematics: A Complex Web
Quelle	In: Teacher Education Quarterly, 38 (2011) 3, S.113-131 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Grounded Theory; Teacher Collaboration; Cooperation; Mathematics Teachers; Mathematics Instruction; Middle Schools; Data Analysis; Case Studies; Educational Research; Inquiry; Secondary School Teachers; Educational Change; Intervention + Suchen Sie Ihr Suchwort? Lehrerkooperation; Co-operation; Kooperation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Auswertung; Case study; Fallstudie; Case Study; Bildungsforschung; Pädagogische Forschung; Bildungsreform
Abstract	How does teacher change get conceptualized, supported, and realized? The authors address this far-reaching question by exploring how teacher collaboration, centered on examining student learning data, can result in changes in instructional perspectives and practices. Their case study consists of a middle school mathematics teacher group working with administrators and professional developers. A grounded theory approach is used to discuss their five-year journey, which includes two years prior to their formal beginning, and the various factors that impacted individual and group teacher change. They specifically address the following research question: What influences the long-term trajectory of a collaborative teacher inquiry team, and what is the nature of the changes that define this trajectory? (Contains 2 figures.) (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10