Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status
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| Title: | Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status |
|---|---|
| Language: | English |
| Authors: | Moller, Stephanie, Mickelson, Roslyn Arlin, Stearns, Elizabeth, Banerjee, Neena, Bottia, Martha Cecilia |
| Source: | Sociology of Education. Apr 2013 86(2):174-194. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2013 |
| Contract Number: | R305A100822 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Academic Achievement, Mathematics Achievement, Teacher Collaboration, Socioeconomic Status, Racial Differences, Ethnicity, Communities of Practice, Role, Classification, Longitudinal Studies, Teaching Methods, Elementary School Teachers |
| DOI: | 10.1177/0038040712472911 |
| ISSN: | 0038-0407 |
| Abstract: | Scholars have not adequately assessed how organizational cultures in schools differentially influence students' mathematics achievement by race and socioeconomic status (SES). We focus on what we term "collective pedagogical teacher culture", highlighting the role of professional communities and teacher collaboration in influencing mathematics achievement. Using cross-classified growth models, we analyze data from the Early Childhood Longitudinal Study and illustrate that schools where teachers perceive the presence of professional communities and teacher collaboration foster greater mathematics achievement throughout elementary school. Furthermore, achievement gaps by race and socioeconomic status are lessened in schools with professional communities and teacher collaboration. (Contains 2 tables, 6 figures and 9 notes.) |
| Abstractor: | As Provided |
| Number of References: | 102 |
| IES Funded: | Yes |
| EIS Cited: | ED565615 |
| Entry Date: | 2013 |
| Accession Number: | EJ998294 |
| Database: | ERIC |
| Abstract: | Scholars have not adequately assessed how organizational cultures in schools differentially influence students' mathematics achievement by race and socioeconomic status (SES). We focus on what we term "collective pedagogical teacher culture", highlighting the role of professional communities and teacher collaboration in influencing mathematics achievement. Using cross-classified growth models, we analyze data from the Early Childhood Longitudinal Study and illustrate that schools where teachers perceive the presence of professional communities and teacher collaboration foster greater mathematics achievement throughout elementary school. Furthermore, achievement gaps by race and socioeconomic status are lessened in schools with professional communities and teacher collaboration. (Contains 2 tables, 6 figures and 9 notes.) |
|---|---|
| ISSN: | 0038-0407 |
| DOI: | 10.1177/0038040712472911 |
