School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs about Mathematics Instruction

Autor/inn/en	Spillane, James P.; Hopkins, Megan; Sweet, Tracy M.
Titel	School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs about Mathematics Instruction
Quelle	In: American Educational Research Journal, 55 (2018) 3, S.532-571 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831217743928
Schlagwörter	School Districts; Educational Facilities; Interaction; Beliefs; Mathematics Instruction; Peer Relationship; Teacher Collaboration; Elementary School Mathematics; Educational Change; Interviews; Longitudinal Studies; Mixed Methods Research; Organizational Change; Communities of Practice; Questionnaires; Likert Scales; Semi Structured Interviews; Interprofessional Relationship + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Bildungsstätte; Interaktion; Belief; Glaube; Mathematics lessons; Mathematikunterricht; Peer-Beziehungen; Lehrerkooperation; Elementare Mathematik; Schulmathematik; Bildungsreform; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Organisationswandel; Community; Fragebogen; Likert-Skala
Abstract	While current reform efforts press for ambitious changes to teachers' instructional practice, teachers' instructional beliefs are also consequential in such efforts as beliefs shape teachers' instructional practice and their responses to instructional reforms. This article examines the relationship between teachers' instructional ties and their beliefs about mathematics instruction in one school district working to transform its approach to elementary mathematics education. Quantitative results show that while teachers' beliefs did not predict with whom they interacted about mathematics instruction, teachers' interactions with peers about mathematics instruction were associated with changes in their beliefs over time. Qualitative analysis confirms and extends these findings, revealing how system-level changes in the district's educational infrastructure facilitated change in teachers' beliefs about mathematics instruction at scale. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01