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

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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