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ERIC Number: ED528806
Record Type: Non-Journal
Publication Date: 2011
Pages: 18
Abstractor: ERIC
Reference Count: 83
ISBN: N/A
ISSN: N/A
The Benefits of Collective Pedagogical Teacher Culture for Diverse Students' Mathematics Achievement by Academic Engagement
Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth; Bottia, Martha; Banerjee, Neena
Society for Research on Educational Effectiveness
Most studies of educational organizations have focused on structural features of schools, such as size, resources, and infrastructure. Research on schools' organizational culture is more sparse. Yet, these studies have suggested that the organizational culture of schools can have important implications for teaching practices and student outcomes. Schools' organizational cultures are critical because they define how teachers interact with each other and students. To better understand the impact of organizational culture on students' achievement, the authors will assess how components of Collective Pedagogical Teacher Culture interact with students' race and SES to shape mathematics achievement trajectories. They will also assess how components of culture moderate the relationship between academic engagement and achievement. (Contains 4 tables and 6 figures.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 3; Grade 5; Kindergarten
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey