The Trials of a Poor Middle School Trying to Catch Up in Mathematics: Teachers' Multiple Communities of Practice and the Boundary Encounters

Autor/in	Cwikla, Julie
Titel	The Trials of a Poor Middle School Trying to Catch Up in Mathematics: Teachers' Multiple Communities of Practice and the Boundary Encounters
Quelle	In: Education and Urban Society, 39 (2007) 4, S.554-583 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124507302464
Schlagwörter	Federal Legislation; High Risk Students; Mathematics Tests; Mathematics Teachers; Group Dynamics; Faculty; Mathematics Instruction; Middle School Teachers; Mathematics Education; Longitudinal Studies; Faculty Development; Accountability; Scores; Mathematics Curriculum; Participant Observation; Interviews; Student Improvement; Mathematics Achievement; Academic Achievement; United States + Suchen Sie Ihr Suchwort? Bundesrecht; Problemschüler; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Gruppendynamik; Academic Staff; Lehrkörper; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mathematische Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Verantwortung; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; USA
Abstract	This article details a 5-year evolution of a middle school mathematics faculty serving predominantly economically at-risk students. Faculty members worked to improve students' mathematics test scores, used a scripted curriculum, and integrated National Council of Teachers of Mathematics (NCTM) standards-based activities. Schools nationwide are transforming with the No Child Left Behind legislation, accountability mandates, and the NCTM standards. The demands on these teachers are typical of high-stakes systems. Drawing on Lave and Wenger's "community of practice" and Cobb, McClain, Lamberg, and Chrystal's extension, this article describes how teachers accommodate to the process of change and the group dynamics encountered within a school structure. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10