Selecting Expertise in Context: Middle School Mathematics Teachers’ Selection of New Sources of Instructional Advice
Item
Title
Selecting Expertise in Context: Middle School Mathematics Teachers’ Selection of New Sources of Instructional Advice
Abstract/Description
Given prior research indicating that teachers can learn through their social network interactions with colleagues, it is important to understand more about the choices teachers make about whom to go to for advice. In this study, we investigated the degree to which middle school mathematics teachers change from whom they seek advice when confronting new teaching standards and external accountability pressures (e.g., standardized tests). We found that colleagues' ability to improve student achievement was significantly related to advice seeking. In particular, teachers were more likely to seek new advice from colleagues who were better at improving student achievement. In contrast, relative differences in other types of expertise were not associated with advice seeking.
Author/creator
Date
In publication
Volume
53
Issue
3
Pages
456-491
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0002-8312
Citation
Wilhelm, A. G., Chen, I.-C., Smith, T. M., & Frank, K. A. (2016). Selecting Expertise in Context: Middle School Mathematics Teachers’ Selection of New Sources of Instructional Advice. American Educational Research Journal, 53(3), 456–491. https://doi.org/10.3102/0002831216637351
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