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The Benefits of Collective Pedagogical Teacher Culture for Diverse Students' Mathematics Achievement by Academic Engagement

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Title: The Benefits of Collective Pedagogical Teacher Culture for Diverse Students' Mathematics Achievement by Academic Engagement
Language: English
Authors: Moller, Stephanie, Mickelson, Roslyn Arlin, Stearns, Elizabeth, Bottia, Martha, Banerjee, Neena, Society for Research on Educational Effectiveness (SREE)
Source: Society for Research on Educational Effectiveness. 2011.
Availability: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Peer Reviewed: N
Page Count: 18
Publication Date: 2011
Sponsoring Agency: Institute of Education Sciences (ED)
Document Type: Numerical/Quantitative Data
Reports - Evaluative
Education Level: Early Childhood Education
Elementary Education
Grade 1
Grade 3
Grade 5
Kindergarten
Descriptors: School Culture, Elementary School Teachers, Teacher Collaboration, Mathematics Achievement, Learner Engagement, White Students, African American Students, Hispanic American Students, Socioeconomic Status, Kindergarten, Elementary School Students, Longitudinal Studies
Assessment and Survey Identifiers: Early Childhood Longitudinal Survey
Abstract: Most studies of educational organizations have focused on structural features of schools, such as size, resources, and infrastructure. Research on schools' organizational culture is more sparse. Yet, these studies have suggested that the organizational culture of schools can have important implications for teaching practices and student outcomes. Schools' organizational cultures are critical because they define how teachers interact with each other and students. To better understand the impact of organizational culture on students' achievement, the authors will assess how components of Collective Pedagogical Teacher Culture interact with students' race and SES to shape mathematics achievement trajectories. They will also assess how components of culture moderate the relationship between academic engagement and achievement. (Contains 4 tables and 6 figures.)
Abstractor: ERIC
Number of References: 83
Entry Date: 2012
Accession Number: ED528806
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Benefits of Collective Pedagogical Teacher Culture for Diverse Students' Mathematics Achievement by Academic Engagement
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  Data: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
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  Data: <searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink>
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  Data: Most studies of educational organizations have focused on structural features of schools, such as size, resources, and infrastructure. Research on schools' organizational culture is more sparse. Yet, these studies have suggested that the organizational culture of schools can have important implications for teaching practices and student outcomes. Schools' organizational cultures are critical because they define how teachers interact with each other and students. To better understand the impact of organizational culture on students' achievement, the authors will assess how components of Collective Pedagogical Teacher Culture interact with students' race and SES to shape mathematics achievement trajectories. They will also assess how components of culture moderate the relationship between academic engagement and achievement. (Contains 4 tables and 6 figures.)
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  Data: 2012
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  Data: ED528806
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED528806
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      – SubjectFull: School Culture
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Early Childhood Longitudinal Survey
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      – TitleFull: The Benefits of Collective Pedagogical Teacher Culture for Diverse Students' Mathematics Achievement by Academic Engagement
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