Selecting Expertise in Context: Middle School Mathematics Teachers’ Selection of New Sources of Instructional Advice

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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: Wilhelm, Anne Garrison; Chen, I-Chien; Smith, Thomas M.; Frank, Kenneth A.
Date: 2016
In publication: American Educational Research Journal
Volume: 53
Issue: 3
Pages: 456-491
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
Language: en
Open access/full-text available: en Yes
Peer reviewed: en Yes
ISSN: 0002-8312
DOI: 10.3102/0002831216637351
URL: Official Publisher's Webpage (SAGE Journals); Full-text PDF Shared by Author (ResearchGate)
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

Item sets: Handbook Chapter 19 Citations

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