School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction

James P. Spillane, Megan Hopkins, Tracy M. Sweet

Research output: Contribution to journalArticle

15 Scopus citations

Abstract

While current reform efforts press for ambitious changes to teachers’ instructional practice, teachers’ instructional beliefs are also consequential in such efforts as beliefs shape teachers’ instructional practice and their responses to instructional reforms. This article examines the relationship between teachers’ instructional ties and their beliefs about mathematics instruction in one school district working to transform its approach to elementary mathematics education. Quantitative results show that while teachers’ beliefs did not predict with whom they interacted about mathematics instruction, teachers’ interactions with peers about mathematics instruction were associated with changes in their beliefs over time. Qualitative analysis confirms and extends these findings, revealing how system-level changes in the district’s educational infrastructure facilitated change in teachers’ beliefs about mathematics instruction at scale.

Original languageEnglish (US)
Pages (from-to)532-571
Number of pages40
JournalAmerican Educational Research Journal
Volume55
Issue number3
DOIs
StatePublished - Jun 1 2018

Keywords

  • educational reform
  • in-depth interviewing
  • longitudinal studies
  • mathematics education
  • mixed-methods
  • organization theory/change
  • survey research
  • teacher cognition

ASJC Scopus subject areas

  • Education

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