Exploring colleagues' professional influence on mathematics teachers' learning

Teachers College Record

Volumn 116, Issue 6, 2014, Pages

  Sun, Min ^a   Wilhelm, Anne Garrison ^a   Larson, Christine J ^a   Frank, Kenneth A ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84902335908     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (69)

1. Ball, D. L., & Bass, H. (2002). Toward a practice-based theory of mathematical knowledge for teaching. Paper presented at the Canadian Mathematics Education Study Group Annual Meeting, Queen's University, Ontario, Canada.
2. Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: who knows mathematics well enough to teach third grade, and how can we decide? American Educator(Fall 2005), 14-22 & 43-46.
3. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
4. Bidwell, C. E., & Yasumoto, J. Y (1999). The collegial focus: Teaching fields, colleague relationships, and instructional practice in American high schools. Sociology of Education 72, 234-56
5. Blasé, J., & Blasé, J. (2006). Teachers' perspectives on principal mistreatment. Teacher Education Quarterly, 22(4), 123-141.
6. Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473-498.
7. Boston, M., & Wolf, M. K. (2006). Assessing academic rigor in mathematics instruction: The development of the instructional quality assessment toolkit (CSE Technical Report 672). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
8. Boston, M. (2012). Assessing Instructional Quality in Mathematics. The Elementary School Journal, 113(1), 76-104.
9. Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.
10. Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.
11. Cobb, P., & Jackson, K. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education and Development, 13(1), 6-33.
12. Cobb, P., & Smith, T. M. (2008). District development as a means of improving mathematics teaching and learning at scale. In K. Krainer & T. Wood (Eds.), Participants in Mathematics Teacher Education: Individuals, Teams, Communities, and Networks (Vol. 3, pp. 231-254). Rotterdam, The Netherlands: Sense Publishers.
13. Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145-170.
14. Coburn, C. E., & Russell, J. L. (2008). District policy and teachers' social networks. Educational Evaluation and Policy Analysis, 30(3), 203-235.
15. Coburn, C. E., & Woulfin, S. L. (2012). Reading coaches and the relationship between policy and practice. Reading Research Quarterly, 47(1), 5-30.
16. Cook, S. D. N., & Brown, J. S. (1999). Bridging epistemologies: The generative dance between organizational knowledge and organizational knowing. Organizational Science, 10(4), 381-400.
17. Cook, T. D., Shadish, W. R., & Wong, V. A. (2008). Three conditions under which experiments and observational studies produce comparable causal estimates: New findings from within-study comparisons. Journal of Policy and Management, 27(3), 724-750.
18. Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. The Phi Delta Kappan, 76(8), 597-604.
19. Dee T. S. (2004). Teachers, race, and student achievement in a randomized experiment. The Review of Economics & Statistics, 86(1), 195-210.
20. Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
21. Feldman, J., & Tung, R. (2002). The role of external facilitators in whole school reform: Teachers' perceptions of how coaches influence school change. Paper presented at the 83rd Annual Meeting of the American Educational Research Association. Retrieved from http://www.ccebos.org/coach_study_2.pdf
22. Flowers, N., Mertens, S. B., & Mullhall, P. F. (1999). The impact of teaming: Five research-based outcomes. Middle School Journal, 31(2), 1-6.
23. Frank, K. A. (2000). Impact of a confounding variable on a regression coefficient. Sociological Methods and Research, 29, 147-194.
24. Frank, K. A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of innovations within organizations: Application to the implementation of computer technology in schools. Sociology of Education, 77(2), 148-171.
25. Franke, M. L., Kazemi, E., & Battey, D. (2007). Mathematics teaching and classroom practice. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 225-256). Reston, VA: NCTM.
26. Fullan, M. (1991). The new meaning of educational change. New York, NY: Teachers College Press.
27. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
28. Grossman, P. (1995). Teachers' Knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20-24). Kidlington, Oxford, UK: Elsevier Science.
29. Hill, H. C., Ball, D. L., Blunk, M. L., Goffney, I. M., & Rowan, B. (2007). Validating the ecological assumption: The relationship of measure scores to classroom teaching and student learning. Measurement: Interdisciplinary Research and Perspectives, 5(2), 107-118.
30. Hill, H. C., Blunk, M. L., Charalambos, C. Y., Lewis, J. M., Phelps, G., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430-511.
31. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 373-406.
32. Hill, H.C., Schilling, S.G., & Ball, D.L. (2004) Developing measures of teachers' mathematics knowledge for teaching. Elementary School Journal, 105, 11-30.
33. Hill, H. C., Sleep, L., Lewis, J. M., & Ball, D. L. (2007). Assessing teachers' mathematical knowledge: What knowledge matters and what evidence counts? In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 1, pp. 111-156). Charlotte, NC: Information Age Publishing.
34. Horn, I. S. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics community. Teachers College Record, 112(1), 225-259.
35. Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers' workplace interactions. American Educational Research Journal, 47(1), 181-217.
36. Kazemi, E., Franke, M. L., & Lampert, M. (2009). Developing pedagogies in teacher education to support novice teachers' ability to enact ambitious instruction. Paper presented at the annual meeting of the Mathematics Education Research Group of Australasia, Wellington, New Zealand.
37. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
38. Lampert, M., & Graziani, F. (2009). Instructional activities as a tool for teachers' and teacher educators' learning. The Elementary School Journal, 109(5), 491-509.
39. Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. In M. K. Stein & L. Kucan (Eds.), Instructional explanations in the disciplines, (pp. 129-141). New York, NY: Springer Science+Business Media, LLC.
40. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation: Cambridge University Press.
41. Leithwood, K.,Tomlinson, D.,& Genge, M. (1996). Transformational school leadership. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.), International handbook of educational administration (pp. 785-840). Netherlands: Kluwer Academic.
42. Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397.
43. Matsumura, L. C., Garnier, H., Slater, S. C., & Boston, M. B. (2008). Measuring instructional interactions at-scale, Educational Assessment, 13(4), 267-300.
44. McClain, K. (2002). Teacher's and students' understanding: The role of tool use in communication. Journal of the Learning Sciences, 11, 217-249.
45. McLaughlin, M. W. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York, NY: Teachers College Press.
46. Muraki, E., & Bock, R. D. (1991). PARSCALE: Parameter scaling of rating data. Chicago, IL: Scientific Software, Inc.
47. National Commission on Teaching & America's Future. (1996). What matters most: Teaching for America's future (ED 395931). New York, NY: Author.
48. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA.
49. Park, V., & Datnow, A. (2009). Co-constructing distributed leadership: district and school connections in data-driven decision-making. School Leadership and Management, 29(5), 477-494.
50. Penuel, W. R. , Frank, K. A.*, Sun, M., Kim, C., & Singleton, C. (2013). The organization as a filter of institutional diffusion. Teachers College Record, 115(1), 306-339.
51. Penuel, W. R., Riel, M., Krause, A., & Frank, K. A. (2009). Analyzing teachers' professional interactions in a school as social capital: A social network approach. Teachers College Record, 111(1), 124-163.
52. Picucci, A. C., Brownson, A., Kahlert, R., & Sobel, A. (2002). Driven to succeed: High-performing, high-poverty, turn-around middle schools. Volume I: Cross-case analysis of high-performing, high-poverty, turnaround middle schools. Austin, TX: The University of Texas at Austin, The Charles A. Dana Center. Retrieved from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/05/14.pdf
53. Putnam, R. T., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In B. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (Vol. 2, pp. 1223-1296). Dordrecht/Boston/London: Kluwer Academic Publishers.
54. Putnam, R. T., & Borko, H. (2000). What Do New views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
55. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
56. Raykov, T., & Marcoulides, G. A. (2008). An Introduction to applied multivariate analysis. New York, NY: Taylor & Francis.
57. Reynolds, A. (1992). What is competent beginning teaching? A review of the literature. Review of Educational Research, 62(1), 1-35.
58. Sargent, T. C., & Hannum, E. (2009). Doing more with less: Teacher professional learning communities in resource-constrained primary schools in rural China. Journal of Teacher Education, 60(3), 258-276.
59. Shadish, W. R., Clark, M. H., & Steiner, P. M. (2008). Can nonrandomized experiments yield accurate answers? A randomized experiment comparing random to nonrandom assignment. Journal of the American Statistical Association, 103(484), 1334-1344.
60. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
61. Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313-340.
62. Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488.
63. Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press.
64. Sun, M., Penuel, W. R., Frank, K. A., Gallagher, H.A., & Youngs, P. (2013). Shaping professional development to promote the diffusion of instructional expertise among teachers. Educational Evaluation and Policy Analysis, 35(3), 344-369.
65. Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-147). New York, NY: MacMillan.
66. Volpe, R. J., DiPerna, J. C., & Hintze, J. M. (2005). Observing students in classroom settings: A review of seven coding schemes. School Psychology Review, 34(4), 454-474.
67. Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702-739.
68. Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.
69. Wubbels, T., Brekelmans, M., & Hooymaters, H. (1992). Do teacher ideals distort the self-reports of their interpersonal behavior? Teaching and Teacher Education, 8(1), 47-58.