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ERIC Number: EJ1006496
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0002-4805
Assessing the Effects of Collaborative Professional Learning: Efficacy Shifts in a Three-Year Mathematics Study
Bruce, Catherine D.; Flynn, Tara
Alberta Journal of Educational Research, v58 n4 p691-709 Win 2012
Researchers examine the outcomes of professional collaborative inquiry in mathematics on teacher efficacy in a three-year study of teacher professional learning in Canada. The study applies a mixed methods approach involving over 200 teachers and 1000 students as well as case study sites in English and French. The collaborative inquiry-based professional learning program (called CIL-M) focuses on teacher collaboration, mathematics knowledge for teaching, and student mathematical thinking. The program, which was refined annually based on research report recommendations, was found to increase teacher efficacy, student achievement and positive student beliefs.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada