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

In Years 1 to 3 of this case study, a professional development initiative (PRiSSM; described below) supported a voluntary group of nine SV middle and high school mathematics and science teachers (Figure 1) in forming a collaborative teacher inquiry group (CTIG). [...] student learning data is an imp...

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Veröffentlicht in:	Teacher education quarterly (Claremont, Calif.) Calif.), 2011-06, Vol.38 (3), p.113-131
Hauptverfasser:	Slavit, David, Kennedy, Anne, Lean, Zach, Nelson, Tamara Holmlund, Deuel, Angie
Format:	Artikel
Sprache:	eng
Schlagworte:	Case Studies Collaboration Collaborative learning Cooperation Data Analysis Educational administration Educational Change Educational Research Grounded Theory Group work in education Initiatives Inquiry Intervention Learning Learning Processes Mathematics Mathematics education Mathematics Instruction Mathematics Teachers Middle School Mathematics Middle Schools Professional development Rural schools School districts Science Teachers Secondary School Teachers Teacher centers Teacher Collaboration Teacher education Teachers Teaching Teaching methods Team learning approach in education Training Verbal communication
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Beschreibung
Zusammenfassung:	In Years 1 to 3 of this case study, a professional development initiative (PRiSSM; described below) supported a voluntary group of nine SV middle and high school mathematics and science teachers (Figure 1) in forming a collaborative teacher inquiry group (CTIG). [...] student learning data is an important tool in surfacing problems of practice grounded in ongoing student thinking and achievement.
ISSN:	0737-5328