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 |
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