Collaborative Innovations with Rural and Regional Secondary Teachers: Enhancing Student Learning in Mathematics

Autor/inn/en	Pegg, John; Panizzon, Debra
Titel	Collaborative Innovations with Rural and Regional Secondary Teachers: Enhancing Student Learning in Mathematics
Quelle	In: Mathematics Education Research Journal, 23 (2011) 2, S.149-167 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-011-0009-0
Schlagwörter	Expertise; Rural Schools; Regional Schools; Academic Achievement; Foreign Countries; Mathematics Teachers; Secondary School Teachers; Mathematics Instruction; Mathematics Education; Secondary School Mathematics; Innovation; Evaluation; Learner Engagement; Professional Development; Learning Activities; Interprofessional Relationship; Communities of Practice; Australia + Suchen Sie Ihr Suchwort? Expert appraisal; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulleistung; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Evaluierung; Lernaktivität; Community; Australien
Abstract	When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose--enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10