Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District

Bibliographic Data

ID9730500
AuthorsPaul Cobb (0000-0003-4014-2970, The Department of Teaching and Learning, Vanderbilt University, Box 330 Peabody College, 1930 South Drive, Nashville, TN 37203; . His research interests include classroom instructional design and analysis, the development of professional teaching communities, the institutional setting of teaching, and issues of diversity and equity as they play out in the mathematics classroom, corresponding author), Kay Mcclain (The Department of Teaching and Learning, Vanderbilt University, Box 330 Peabody College, 1930 South Drive, Nashville, TN 37203; . Her research interests include a focus on teacher change. In particular, she is researching the development and refinement of trajectories for teacher change in the context of professional teaching communities and the means of support for that change, including tools and artifacts), Teruni de Silva Lamberg (The Department of Teaching and Learning, Vanderbilt University, Box 330 Peabody College, 1930 South Drive, Nashville, TN 37203; . Her research interests include institutional context, teacher education, and children’s mathematical thinking), Teruni Lamberg (Vanderbilt University), Chrystal Dean (The Department of Teaching and Learning, Vanderbilt University, Box 330 Peabody College, 1930 South Drive, Nashville, TN 37203; . Her research interests include supporting the development and learning of professional mathematics teaching communities)
Year2003
Volume32
Issue6
Pages13-24
Publication date2003-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x032006013
OpenAlexW2165196196
LanguageEN
Citations received58
References cited33

In this article, we describe an analytic approach for situating teachers’ instructional practices within the institutional settings of the schools and school districts in which they work. In doing so, we draw on an ongoing collaboration with a group of teachers in an urban school district to illustrate both the approach and its usefulness in guiding the development of analyses that feedback to inform such collaborations. The approach involves delineating communities of practice within a school or district and analyzing three types of interconnections between them that are based on boundary encounters, brokers, and boundary objects

Boundary (topology · Educational leadership · Faculty Development · Instructional leadership · Mathematics education · Pedagogy · Political science · Professional development · Public relations · School district · School teachers · Sociology · Work (physics · Educational Assessment and Improvement · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies