The Trials of a Poor Middle School Trying to Catch Up in Mathematics
Teachers' Multiple Communities of Practice and the Boundary Encounters
Datos Bibliográficos
| ID | 9729358 |
|---|---|
| Autores | Julie Cwikla (0000-0002-4052-9967, University of Southern Mississippi Gulf Coast, Long Beach, autor de correspondencia) |
| Año | 2007 |
| Volumen | 39 |
| Número | 4 |
| Páginas | 554-583 |
| Fecha de publicación | 2007-08-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education and Urban Society (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124507302464 |
| OpenAlex | W2014284828 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 20 |
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
Accountability · Community of practice · Connected Mathematics · Curriculum · Legislation · Mathematics education · Pedagogy · Political science · Reform mathematics · Sociology · Educational and Psychological Assessments · Educational Assessment and Improvement · Psychology · Teacher Education and Leadership Studies
Communities of Practice
Inside Teacher Community
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
The Persistence of Privacy
Toward a Theory of Teacher Community
Organizational Learning and Communities-of-Practice
The Discovery of Grounded Theory
Toward a Theory of Teacher Community
Locating learning in teachers’ communities of practice
Paths of professional development
Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
Basics of Qualitative Research
Talking about machines
Cognition in Practice
Situated Cognition and the Culture of Learning
Situated Learning
| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 0,13 |
| Intervalo de citas | 2011 - 2013 (3) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |