Perceived Changes in Teachers' Knowledge and Practice : The Impact on Classroom Teachers from Leader Participation in Whole-School Reform of Mathematics Teaching and Learning / Anne Roche and Ann Gervasoni.
Thirty primary classroom teachers quantified perceived changes in their practice and knowledge attributed to their school leaders' participation in a six-day course focused on leaders designing and implementing a whole-school reform of mathematics teaching and learning, and the school-based pro...
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| Main Authors: | , |
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| Format: | eBook |
| Language: | English |
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2017.
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| Summary: | Thirty primary classroom teachers quantified perceived changes in their practice and knowledge attributed to their school leaders' participation in a six-day course focused on leaders designing and implementing a whole-school reform of mathematics teaching and learning, and the school-based professional learning that followed. The project and framework underpinning the reform are outlined, and the teachers' reported changes in pedagogical practices are described. Teachers identified many changes in pedagogy and growth in knowledge. Not surprisingly, changes in pedagogical practices were even greater for specialist mathematics teachers who had also participated in a separate six-day course. |
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| Item Description: | Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/. Abstractor: As Provided. Educational level discussed: Elementary Education. |
| Physical Description: | 1 online resource (8 pages) |
| Type of Computer File or Data Note: | Text (Speeches/Meeting Papers) Text (Reports, Research) |
| Preferred Citation of Described Materials Note: | Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (40th, Melbourne, Victoria, Australia, 2017). |