The Role of School Organizations in Novice Mathematics Teachers’ Knowledge Growth: A Mixed-Methods Study

• In Event: Roundtable Session 28
  In Roundtable Session: Policy, Social, and Organizational Contexts of Teachers

Abstract

Policymakers and practitioners regard teachers’ professional learning as one means through which to improve instruction and student achievement, but how teachers’ learning experiences actually translate to improved instructional practices and achievement is not clearly understood. This is particularly true for novice teachers, who are likely subject to multiple forms of professional learning simultaneously. Drawing on social cognitive and organizational, this study uses mixed methods – specifically, OLS regression and multiple-case study – to explore relationships among school organizational features, professional learning quality, and teachers’ knowledge. Although regression results do not provide evidence of a school organizations’ moderating role in the professional learning process, case study results provide insight into the nuanced ways schools can foster or constrain professional learning.

Author

• Eric D. Hochberg, TERC