Teacher collaboration is often assumed to support school's ongoing improvement, but it is unclear how formal learning opportunities in teacher workgroups shape informal ones. In this mixed methods study, we examined 77 teacher collaborative meetings from 24 schools representing 116 teacher pairs. We coupled qualitative analysis of the learning…

This article presents an analysis showing how collegial interactions can augment the mechanism of teachers' learning from professional development. The analysis relies on social network data and self-reports of writing instructional practices from teachers in 20 different schools that were part of a longitudinal study of the National Writing…

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…