SCHOOL-BASED COMMUNITY OF TEACHERS AND OUTCOMES FOR STUDENTS

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dc.contributor.authorSztajn, Paola
dc.contributor.authorAlexsaht-Snider, Martha
dc.contributor.authorWhite, Dorothy Y.
dc.contributor.authorHackenberg, Amy
dc.date.accessioned2021-09-10T19:37:57Z
dc.date.available2021-09-10T19:37:57Z
dc.date.issued2004
dc.description.abstractThis paper describes a school-based professional development project for elementary teachers where all teachers from the school and university mathematics educators regularly met to share and plan mathematics teaching strategies for the school’s diverse student body. Analysis of data from focus group interviews with participating teachers revealed that the establishment of a mathematics education community in the school impacted students’ motivation for learning mathematics. From the teachers’ point of view, their own participation in a mathematics education learning community made their students more interested in learning mathematics. The project underscored the importance of considering school communities as unit of change in mathematics education professional development.
dc.identifier.citationSztajn, P., Allexsaht-Snider, M., White, D. Y., & Hackenberg, A. J. (2004). School-based community of teachers and outcomes for students. In M. J. Hoines & Fuglestad, A. B. (Eds.) Proceedings of 28th Conference of the International Group for the Psychology of Mathematics Education (Volume 4, pp. 273-281). Bergen, Norway: Bergen University College.
dc.identifier.urihttps://hdl.handle.net/2022/26766
dc.language.isoen
dc.publisherProceedings of 28th Conference of the International Group for the Psychology of Mathematics Education
dc.titleSCHOOL-BASED COMMUNITY OF TEACHERS AND OUTCOMES FOR STUDENTS
dc.typeArticle

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