Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status

Autor/inn/en	Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth; Banerjee, Neena; Bottia, Martha Cecilia
Titel	Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status
Quelle	In: Sociology of Education, 86 (2013) 2, S.174-194 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040712472911
Schlagwörter	Academic Achievement; Mathematics Achievement; Teacher Collaboration; Socioeconomic Status; Racial Differences; Ethnicity; Communities of Practice; Role; Classification; Longitudinal Studies; Teaching Methods; Elementary School Teachers + Suchen Sie Ihr Suchwort? Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerkooperation; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Ethnizität; Community; Rollen; Classification system; Klassifikation; Klassifikationssystem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Scholars have not adequately assessed how organizational cultures in schools differentially influence students' mathematics achievement by race and socioeconomic status (SES). We focus on what we term "collective pedagogical teacher culture", highlighting the role of professional communities and teacher collaboration in influencing mathematics achievement. Using cross-classified growth models, we analyze data from the Early Childhood Longitudinal Study and illustrate that schools where teachers perceive the presence of professional communities and teacher collaboration foster greater mathematics achievement throughout elementary school. Furthermore, achievement gaps by race and socioeconomic status are lessened in schools with professional communities and teacher collaboration. (Contains 2 tables, 6 figures and 9 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10