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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
FullText Text:
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  Data: Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status
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  Data: <searchLink fieldCode="SO" term="%22Sociology+of+Education%22"><i>Sociology of Education</i></searchLink>. Apr 2013 86(2):174-194.
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  Data: 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
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  Data: 21
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  Data: 10.1177/0038040712472911
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  Data: 0038-0407
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  Data: 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.)
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  Data: As Provided
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        Value: 10.1177/0038040712472911
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      – Text: English
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        PageCount: 21
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    Subjects:
      – SubjectFull: Academic Achievement
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Elementary School Teachers
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      – TitleFull: Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status
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