Literaturnachweis - Detailanzeige
| Autor/inn/en | Bruce, Catherine D.; Flynn, Tara |
|---|---|
| Titel | Assessing the Effects of Collaborative Professional Learning: Efficacy Shifts in a Three-Year Mathematics Study |
| Quelle | In: Alberta Journal of Educational Research, 58 (2012) 4, S.691-709 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-4805 |
| Schlagwörter | Teacher Collaboration; Faculty Development; Inquiry; Teacher Researchers; Mathematics Instruction; Pedagogical Content Knowledge; Thinking Skills; Student Attitudes; Academic Achievement; Teacher Effectiveness; Mixed Methods Research; Program Effectiveness; Foreign Countries; Canada |
| Abstract | Researchers examine the outcomes of professional collaborative inquiry in mathematics on teacher efficacy in a three-year study of teacher professional learning in Canada. The study applies a mixed methods approach involving over 200 teachers and 1000 students as well as case study sites in English and French. The collaborative inquiry-based professional learning program (called CIL-M) focuses on teacher collaboration, mathematics knowledge for teaching, and student mathematical thinking. The program, which was refined annually based on research report recommendations, was found to increase teacher efficacy, student achievement and positive student beliefs. (As Provided). |
| Anmerkungen | University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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