This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools. The university and district partners worked together to achieve the district’s mission of providing every student with high-quality instruction and equitable learning opportunities in mathematics by building the district’s capacity to conduct school-based PD for mathematics teachers. Given the power of school-based subject-specific PD for improving instructional quality, we worked with Teacher Leaders from participating schools to prepare and support them to lead PD workshops at their schools. In this paper, we examine how Teacher Leaders learn and adapt key elements of a PD model over three school years through the lenses of Prediger et al.’s Three-Tetrahedron-Model (2019) and the university’s Learning to Lead model. Over 3 years, we see that Teacher Leaders use the key structures of the PD model; make adaptations in response to school goals, interests, and priorities; and gain confidence in their work with colleagues. By viewing the adaptations through the lens of pedagogies of practice as well as the relationships illustrated by the 3-T model, this work offers insights into the complexities of teacher leadership development.
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Suki Ali 《Discourse: Studies in the Cultural Politics of Education》2002,23(2):153-165
This paper explores the relationships between knowledge of popular culture and power negotiations among young children's friendship groups and derives from a research project on the identity formations of 'mixed race' children. The paper begins with a consideration of existing work on music, ethnicity and cultural identities and how this is implicated in formations of 'imagined communities' (Anderson, 1991, Imagined Communities , Verso). Next, I look at the ways in which this work has been gendered with particular reference to the female music 'fan'. Throughout I use data from my research to show how the children engaged in friendship/power relationships that challenge much of this material. The paper centralises the way readings are used by friends in processes that are implicated in en/gendering identities and identifications - how likes and dislikes are mobilised differently among children who are becoming 'boys' and 'girls' who are friends, through use of the love/loathe discourses. The allegiance work is saturated with and constitutive of relations of power/knowledge which are both painful and pleasurable for children who are differently positioned within networks of learning and cultural expertise. 相似文献
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This article presents the use of the qualitative research method and the challenges that this form of research imposes along with the increasingly systematic reluctance experienced by doctoral students and their chairs. Increasingly, doctoral students are opting for the qualitative approach over that of the traditional quantitative methodology. The qualitative method is an evolutionary process that addresses the phenomenon being investigated and must show a connection to the question or questions being explored. Within this approach, data collection and analysis often lead to additional questions or findings. The article presents examples of the process for developing the evolving concepts from the interviews of the participants. Additional research is needed to transform this process. This article acknowledges the overall approach for doctoral students and other novice researchers to embrace the qualitative research method within the evolutionary structure. 相似文献
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Borko Hilda Carlson Janet Deutscher Rebecca Boles Kelly L. Delaney Victoria Fong Alissa Jarry-Shore Michael Malamut James Million Susan Mozenter Suki Villa Anthony Muro 《International Journal of Science and Mathematics Education》2021,19(1):121-143
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