Organizational resources in the service of school-wide ambitious teaching practice

Teachers College Record

Volumn 113, Issue 7, 2011, Pages 1361-1400

  Lampert, Magdalene ^a   Boerst, Timothy ^a   Graziani, Filippo ^b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b Italiaidea Center for Italian Language and Culture   (Italy)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80054015287     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (65)

1. Bain, R. (2006). Rounding up unusual suspects: Facing the authority hidden in the history classroom. Teachers College Record, 108 (10), 2080-2114. (Pubitemid 44414259)
2. Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. Elementary School Journal, 93 (4), 373-397.
3. Boerst, T. (2003). ? < 24' X 30': Professing teacher knowledge beyond the classroom walls. Teaching Children Mathematics, 9(9), 499-501.
4. Catizone, P., Humphris, C, & Micarelli. L. (1997). Volare: Corso di Italiano I. Rome: Dilit/Alpha-Beta.
5. Chapin, S.H., O'Connor, C, & Anderson, N. (2003). Classroom discussions: Using math talk to help students learn (Grades 1-6). Sausalito, CA: Math Solutions Publications.
6. Cohen, D.K. (1988). Teaching Practice: Plus Que Ca Change (Issue paper 88-3). East Lansing, MI: National Center for Research on Teacher Education.
7. Cohen, D. K., Raudenbusch, S., & Ball, D. L. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25 (2), 119-142. (Pubitemid 37306409)
8. Cook, S. (1982) Part of what a judgment is. Unpublished doctoral dissertation, Massachusetts Institute of Technology, Cambridge, MA. Retrieved September 15, 2008 from Dissertations and Theses database.
9. Cook, S., & Brown, J. S. (1999). Bridging epistemologies: The generative dance between organizational knowledge and organizational knowing. Organizational Science, 10 (4), 381-400.
10. Corno, L. (2008). On teaching adaptively. Educational Psychologist, 43, 161-173.
11. Darling-Hammond, L., Ancess, J., & Falk, B. (1995) Authentic assessment in action: Studies of schools and students at work. NY: Teachers College Press.
12. Education World, "National Standards," retrieved October 2007 from http://www.education-world.com/standards/national/index.shtml
13. Engestrom, Y, & Middleton, D. (1998). Introduction: Studying work as mindful practice. In Y Engestrom & D. Middleton (Eds.), Cognition and communication at work (pp. 1-14). Cambridge, UK: Cambridge University Press.
14. Erickson, F. (1986). Qualitative methods in research on teaching. In M. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 119-161). New York: Macmillan.
15. Franke, M.L., Kazemi, E., & Battey, D. (2007). Understanding teaching and classroom practice in mathematics. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 225-256). Greenwich, CT: Information Age Publishers.
16. Gasson, S. (2005). The dynamics of sensemaking, knowledge, and expertise in collaborative, boundary spanning design. Journal of Computer-Mediated Communication, 10(A), article 14. Retrieved October 16, 2006 from http://jcmc.indiana.edu/voll0/issue4/gasson.html
17. Glazer, J. L. (2005) Educational professionalism: The development of a practice-centered frame and its application to the Americas Choice school design . Unpublished doctoral dissertation, University of Michigan, Ann Arbor. Retrieved September 15, 2008 from Dissertations and Theses database.
18. Greeno.J. G. (2007). Toward the development of intellective character. In E. W. Gordon & B. L. Bridglall (Eds.). Affirmative development: Cultivating academic ability (pp. 17-47). Lanham, MD: Roman & Littlefield.
19. Hill, H. C, Blunk, M., Charalambos, C, Lewis, J., Phelps, G. C, Sleep, L., & Ball, D.L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction (26) 4, 430-511.
20. Horn, I. S. (2005). Learning on the job: A situated account of teacher learning in high school mathematics departments. Cognition and Instruction, 23(5), 165-205.
21. Humphris, G, Catizone, R. L., & Urbani S. (1985). Communicare Meglio: L'ltaliano for Stranieri, Bonacci Editore, Roma.
22. Kazemi, E. (1998). Discourse that promotes conceptual understanding. Teaching Children Mathematics, 4, 410-414.
23. Kennedy, M. M. (2007) Inside teaching How classroom life undermines reform. Cambridge, MA: Harvard University Press.
24. Kilpatrick, J., Swafford, J., Findell, B., National Research Council (2001) Adding it Up: Helping Children Learn Mathematics. Washington, DC: National Academies Press.
25. Knapp, M., Shields, P., & Turnbull, B. (1992). Academic Challenge for the Children of Poverty: Summary report. Washington, DC: Office of Policy and Planning, U. S. Department of Education.
26. Lampert, M. (2001) Teaching problems and the problems in teaching. New Haven, CT: Yale University Press, 2001.
27. Lampert, M. & Graziani, F. (2009). Instructional activities as a tool for teachers' and teacher educators' learning in and for practice. Elementary School Journal, 109(5), 491-509.
28. Lampert, M., Boerst, T, & Graziani, F. (in preparation) Using common curriculum materials in ambitious instruction to scaffold novices and harness expertise.
29. Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston: Heinle.
30. Lee, C. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students." American Educational Research Journal 38(1) 97-141. (Pubitemid 33589785)
31. Lee, C. (2007). The role of culture in academic literacies: Conducting our blooming in the midst of the whirlwind. New York: Teachers College Press, 2007
32. Lee, V., Smith J., & Newmann, F. (2001). Instruction and achievement in Chicago elementary schools. Chicago: Consortium on Chicago School Research.
33. Leinhardt, G. (1997). Instructional explanations in history. International Journal of Educational Research, 27(3), 221-232. (Pubitemid 41167917)
34. Leinhardt, G., & Steele, M.D. (2005). Seeing the complexity of standing to the side: Instructional dialogues. Cognition and Instruction, 25(1), 87-163. (Pubitemid 40273030)
35. Little, J. W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.
36. Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, vol. 105 no. 6, 913-945. (Pubitemid 37056583)
37. Little, J.W., & Bartlet, L. (2002). Career and commitment in the context of comprehensive school reform. Teachers and Teaching 8(3), 345-354. (Pubitemid 36063735)
38. Little, J.W., & Horn, I. S. (2007). Resources for professional learning in talk about teaching. In L. Stoll & K. S. Louis (Eds.) Professional learning communities: Divergence, detail and difficulties (pp. 79-92). London: Open University Press.
39. Lubienski, S. T. (2000). Problem solving as a means toward mathematics for all: An exploratory look through a class lens. Journal for Research in Mathematics Education, 31, 454-482.
40. Ma, L. (1999) Knowing and teaching elementary mathematics: Teachers understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
41. McLaughlin, M., & Talbert.J. (2001) Professional communities and the work of high school teaching. Chicago: University of Chicago Press,.
42. Miettinen, R. & Virkkunen, J. (2005). Epistemic objects, artifacts and organizational change. Organization, 12, 437-456.
43. National Research Council, Donovan S., & Bransford.J. (2005) How students learn: History, Mathematics, and Science in the classroom. Washington, DC: National Academy Press.
44. Newmann, F., Smith, B., Allensworth, E., & Bryk, A. (2001). School instructional program coherence: Benefits and challenges. Chicago: Consortium on Chicago School Research, Chicago Annenberg Research Project.
45. Nicolini, D., Gherardi, S., & Yanow, D. (2003). Knowing in Organizations: A Practice Based Approach. London: M. E. Sharpe.
46. Nicolini, D., Meznar, M. B., Stewart, G. L., Manz, C. C, Klein, R. L., Bigley, G. A., Roberts, K. H., Molleman, E., & Van Knippenberg, A. (1995). The social construction of organizational learning: Conceptual and practical issues in the field. Human Relations, 48 (7), 727-747.
47. Orlikowski, W. (2002). Knowing in practice: Enacting a collective capability in distributed organizations. Organization Science, 13(3), 249-273.
48. Partnership for 21st Century Skills (2007) 21st Century Skills Standards: A Partnership for 21st Century Skills epaper. Retrieved January 16, 2009, from http://www.21stcentu-ryskills.org/documents/21st-century-skills-standards.pdf
49. Porter, A. C. (1989). External standards and good teaching: The pros and cons of telling teachers what to do. Educational Evaluation and Policy Analysis, 11(4), 343-356.
50. Randi, J. & Corno, L. (2005). Teaching and learner variation. Pedagogy-Learning from teaching, British Journal of Educational Psychology, Monograph Series II (3), 47-69.
51. Reckwitz, A. (2002) Toward a theory of social practices: A development in culturalist theorizing. European Journal of Social Theory, 5(2), 243-263.
52. Rex, L., Murnen, T, Hobbs, J., & McEachen, D. (2002). Teachers' pedagogical stories and the shaping of classroom participation: "The Dancer" and "Graveyard Shift at the 7-11." American Educational Research Journal, 39(3), 765-796.
53. Rex, L., Steadman, S., & Graciano, M. (2006). Researching the complexity of classroom interaction. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of Complementary Methods for Research in Education (pp. 727-772). Washington, DC: American Educational Research Association.
54. Rosenholtz. S. J. (1991) Teachers' workplace: The social organization of schools. New York: Teachers College Press.
55. Schleppenbach, M., Flevares, L.M. Sims, L.M., & Perry, M. (2007) Teachers' responses to student mistakes in Chinese and U.S. mathematics classrooms. The Elementary School Journal, 108(2), 131-147.
56. Snow, C. E.; Griffin, P., & Burns, M. S. (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass.
57. Star, S. L. (1989). The structure of ill-structured solutions: Boundary objects and heterogeneous distributed problem solving. In L. Gasser & M. Huhns (Eds.), Distributed artificial intelligence (Vol. II, pp. 37-54). London: Pitman.
58. Stein, M. K., Engle, R., Hughes, E.K., & Smith, M.S. Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning 10(4), 313-340.
59. Stevens, R. & Hall, R. (1998). Disciplined perception: Learning to see in technoscience, Talking mathematics in school: Studies of teaching and learning, pp. 107-149.
60. M. Lampert & M. L. Blunk, (Eds.), Cambridge University Press: Cambridge.
61. Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage.
62. Weick, K., & McDaniel, R. (1989). How professional organizations work: Implications for school organization and management. In TJ. Sergiovanni & J.H. Moore (Eds.), Schooling for tomorrow: Directing reforms to issues that count (pp. 330-355). Rockleigh, NJ: Allyn & Bacon.
63. Widdowson, H.G. (1972). The teaching of language as communication. English Language Teaching 27(1), 15-19.
64. Wilson, S. M. (1990). Mastodons, maps, and Michigan: Exploring uncharted territory while teaching elementary school social studies. Elementary Subjects Center Series No. 24. East Lansing, MI: Center for the Learning and Teaching of Elementary Subjects.
65. Yanow, D. (2000). Seeing organizational learning: A 'cultural' view. Organization, 7(2), 247-268.