FACE-TO-FACE COMMUNITIES AND NETWORKS OF PRACTISING MATHEMATICS TEACHERS: Studies on Their Professional Growth

Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks: Volume 3

Volumn 3, Issue , 2008, Pages 133-153

  Lerman, Stephen ^a   Zehetmeier, Stefan ^b  

^a LONDON SOUTH BANK UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF KLAGENFURT   (Austria)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84923844251     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (76)

1. Adler, J. (1997). Mathematics teacher as researcher from a South African Perspective. Educational Action Research, 5, 87-103.
2. Ainley, J., & Luntley, M. (2005). What teachers know: The knowledge base of classroom practice. In M. Bosch (Ed.), Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (pp. 1410-1419). Sant Feliu de Guixols, Spain: European Research in Mathematics Education.
3. Arbaugh, F. (2003). Study groups as a form of professional development for secondary mathematics teachers. Journal of Mathematics Teacher Education, 6, 139-163.
4. Ball, D. L. (1995). Developing mathematics reform: What don’t we know about teacher learning - but would make good working hypotheses? NCRTL Craft Paper, 95(4). (ERIC Document Reproduction Service No. ED399262).
5. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
6. Bromme, R. (1997). Kompetenzen, Funktionen und unterrichtliches Handeln des Lehrers [Expertise, tasks and instructional practice of teachers]. In F. Weinert (Eds.), Enzyklopädie der Psychologie. Band 3. Psychologie des Unterrichts und der Schule (pp. 177-212). Göttingen, Germany: Hogrefe.
7. Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (1999). Children's mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann.
8. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Falmer Press.
9. Cavey, L. O., & Berenson, S. B. (2005). Learning to teach high school mathematics: Patterns of growth in understanding right triangle trigonometry during lesson plan study. Journal of Mathematical Behavior, 24, 171-190.
10. Clarke, D. M. (1991). The role of staff development programs in facilitating professional growth. Madison, WI: University of Wisconsin.
11. Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-305.
12. Crawford, K., & Adler, J. (1996). Teachers as researchers in mathematics education. In A. Bishop & C. Keitel (Eds.), The international handbook on mathematics education (pp. 1187-1206). Dordrecht, the Netherlands: Kluwer Academic Publishers.
13. Datnow, A. (2006). Comments on Michael Fullan’s, “The future of educational change: System thinkers in action”. Journal of Educational Change, 7, 133-135.
14. DEZA/Direktion für Entwicklungshilfe und Zusammenarbeit. (2005). Glossar deutsch. Bern: DEZA.
15. Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54, 6-18.
16. Elliott, J. (1978). What is action research in schools? Journal of Curriculum Studies, 10, 355-357.
17. Farmer, J., Gerretson, H., & Lassak, M. (2003). What teachers take from professional development: Cases and implications. Journal of Mathematics Teacher Education, 6, 331-360.
18. Fennema, E., & Loef, M. L. (1992). Teachers’ knowledge and its impact. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147-164). New York: Macmillan.
19. Fernandez, C., Cannon, J., & Chokshi, S. (2003). A US-Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19, 171-185.
20. Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
21. Fullan, M. (1990). Staff development, innovation and institutional development. In B. Joyce (Ed.), Changing school culture through staff development (pp. 3-25). Alexandria, VA: Association for Supervision and Curriculum Development.
22. Fullan, M. (2001). The new meaning of educational change (3rd edition). New York: Teachers College Press.
23. Fullan, M. (2006).The future of educational change: System thinkers in action. Journal of Educational Change, 7, 113-122.
24. Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945.
25. Gems, W. (2007). Thematisches Netzwerk “Geometrie” in der Sekundarstufe 1 [The thematic geometry network in lower secondary school]. Bericht 2007. Saalfelden, Klagenfurt, Austria: IUS.
26. Goodell, J. E. (2006). Using critical incident reflections: A self-study as a mathematics teacher educator. Journal of Mathematics Teacher Education, 9, 221-248.
27. Habermas, J. (1970). Towards a theory of communicative competence. In H. P. Dreitzel (Ed.), Recent sociology, No. 2. New York: Macmillan.
28. Hargreaves, A. (2002). Sustainability of educational change: The role of social geographies. Journal of Educational Change, 3, 189-214.
29. Hargreaves, A., & Fink, D. (2003). Sustaining leadership. Phi Delta Kappan, 84, 693-700.
30. Harvey, L., & Green, D. (2000). Qualität definieren [Defining quality]. Zeitschrift für Pädagogik, Beiheft, 41, 17-37.
31. Hattie, J. (2003, October). Teachers make a difference. What is the research evidence? Paper presented at the Australian Council of Educational Research conference: Building Teacher Quality. Melbourne, Australia.
32. Hospesovä, A., & Tichä, M. (2006). Qualified pedagogical reflection as a way to improve mathematics education. Journal of Mathematics Teacher Education, 9, 129-156.
33. Huang, R., & Bao, J. (2006). Towards a model for teacher professional development in China: Introducing Keli. Journal of Mathematics Teacher Education, 9, 279-298.
34. Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes and efficacy. Education Policy Analysis Archives, 13(10), 1-28.
35. Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7, 203-235.
36. Kerka, S. (2003). Does adult educator professional development make a difference? ERIC Myths and Realities, 28, 1-2.
37. Krainer, K. (2005). IMST3 - A sustainable support system. In Austrian Federal Ministry of Education (Ed.), Austrian Education News 44 (pp. 8-14). Vienna: Austrian Federal Ministry of Education.
38. Krainer, K. (2006a). Editorial: Action research and mathematics teacher education. Journal of Mathematics Teacher Education, 9, 213-219.
39. Krainer, K. (2006b). How can schools put mathematics in their centre? Improvement = content + community + context. In J. Novotnä, H. Moraovä, M. Krätkä, & N. Stehlkovä (Eds.), Proceedings of 30th conference of the international group for the psychology of mathematics education (Vol. 1, pp. 84-89). Prague, Czech, Republic: Charles University.
40. Krainer, K. (2007). Beiträge von IMST zur Steigerung der Attraktivität des MNI-Unterrichts in Österreich [Contributions of IMST2 to enhance the attractiveness of mathematics and science education in Austria]. Unpublished manuscript.
41. Leder, G., Pehkonen, E., & Törner, G. (2002). Beliefs: A hidden variable in mathematics education? Dordrecht, the Netherlands: Kluwer Academic Publishers.
42. Leitch, R., & Day, C. (2000). Action research and reflective practice: Towards a holistic view. Educational Action Research, 8, 179-193.
43. Lerman, S. (1994). Reflective practice. In B. Jaworski & A. Watson (Eds.), Mentoring in the education of mathematics teachers (pp. 52-64). Lewes, UK: Falmer Press.
44. Lewin, K. (1948). Action research and minority problems. In G. W. Lewin (Ed.), Resolving social conflicts (pp. 201-216). New York: Harper & Row.
45. Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional achievement? The case of lesson study. Educational Researcher, 35(3), 3-14.
46. Lewis, C., & Tsuschida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, Winter, 14-17 & 50-52.
47. Lipowsky, F. (2004). Was macht Fortbildungen für Lehrkräfte erfolgreich? [What makes professional development successful?]. Die deutsche Schule, 96, 462-479.
48. Lortie, D. C. (1975). School teacher: A sociological study. Chicago: University of Chicago Press.
49. Loucks-Horsley, S., Stiles, K., & Hewson, P. (1996). Principles of effective professional development for mathematics and science education: A synthesis of standards. NISE Brief, 1(1), 1-6.
50. Maldonado, L. (2002). Effective professional development. Findings from research. Retrieved 12.1.2007 from www.collegeboard.com.
51. McLaughlin, M., & Mitra, D. (2001). Theory-based change and change-based theory: Going deeper, going broader. Journal of Educational Change, 2, 301-323.
52. McNamara, O., Jaworski, B., Rowland, T., Hodgen, J., & Prestage, S. (2002). Developing mathematics teaching and teachers. Unpublished manuscript.
53. Müller, T., & Gems, W. (2006). Thematisches Netzwerk “Geometrie” in der Sekundarstufe 1 [The thematic geometry network in lower secondary school]. Mattsee, Klagenfurt, Austria: IUS.
54. Mundry, S. (2005). What experience has taught us about professional development. National Network of Eisenhower Regional Consortia and Clearinghouse.
55. Noddings, N. (1992). Professionalization and mathematics teaching. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 197-208). New York: Macmillan.
56. Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: An international study. Journal of Educational Change, 8, 61-77.
57. Park-Rogers, M., Abell, S., Lannin, J., Wang, C., Musikul, K., Barker, D., & Dingman, S. (2007). Effective professional development in science and mathematics education: Teachers’ and facilitators’ views. Journal of Science and Mathematics Education, 7, 507-532.
58. Peter, A. (1996). Aktion und Reflexion — Lehrerfortbildung aus international vergleichender Perspektive [Action and reflection - Teacher education from an international comparative perspective]. Weinheim, Germany: Deutscher Studien Verlag.
59. Peterson, B. (2005). Student teaching in Japan: The lesson. Journal of Mathematics Teacher Education, 8, 61-74.
60. Puchner, L. D., & Taylor, A. R. (2006). Lesson study, collaboration and teacher efficacy: Stories from two school-based math lesson study groups. Teaching and Teacher Education, 22, 922-934.
61. Rauch, F., & Kreis, I. (2007). Das Schwerpunktprogramm “Schulentwicklung”: Konzept, Arbeitsweisen und Theorien [The priority programme ‘school development’: Concept, functions, and theories]. In F. Rauch & I. Kreis (Eds.), Lernen durch fachbezogene Schulentwicklung (pp. 37-58). Vienna, Austria: StudienVerlag.
62. Rice, M. (1992). Towards a professional development ethos. In B. Southwell, B. Perry, & K. Owens (Eds.), Space — The first and final frontier. Proceedings of the fifteenth annual conference of the mathematical research group of Australasia (pp. 470-477). Sydney, Australia: MERGA.
63. Rogers, E. (2003). Diffusion of innovations. New York: Free Press.
64. Schön, D. A. (1983). The reflective practitioner. New York: Basic Books.
65. Schuck, S. (2002). Using self-study to challenge my teaching practice in mathematics education. Reflective Practice, 3, 327-337.
66. Shifter, D., & Simon, M. (1992). Assessing teachers’ development of a constructivist view of mathematics learning. Teaching and Teacher Education, 8, 187-197.
67. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
68. 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: Teachers College Press.
69. Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
70. Stephens, A. C. (2006). Equivalence and relational thinking: Preservice elementary teachers’ awareness of opportunities and misconceptions. Journal ofMathematics Teacher Education, 9, 249-278.
71. Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York: Free Press.
72. Stockmann, R. (1992). Die Nachhaltigkeit von Entwicklungsprojekten [The sustainability of development projects]. Opladen, Germany: Westdeutscher Verlag.
73. Supovitz, J. (2001). Translating teaching practice into improved student achievement. In S. Fuhrman (Ed.), From the capitol to the classroom. Standards-based reforms in the states (pp. 81-98). Chicago: University of Chicago Press.
74. Visscher, A. J., & Witziers, B. (2004). Subject departments as professional communities? British Educational Research Journal, 30, 785-800.
75. Weiss, H., & Klein, L. (2006). Pathways from workforce development to child outcomes. The Evaluation Exchange, 11(4), 2-4.
76. Yoshida, M. (1999). Lesson study: A case of a Japanese approach to improving instruction through school-based teacher development. Unpublished doctoral dissertation, University of Chicago, Chicago.