Learning on the Job: A Situated Account of Teacher Learning in High School Mathematics Departments

By Ilana Seidel Horn. 2005

302 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/3340fa433427146abca182bff39f54b875e498c5

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Citations in the corpus

Factors Influencing Teaching Choice in Turkey (2012, background): “While there have been several studies investigating why people want to become teachers, there have been fewer comparing the influence of subject specificity and the notion that teaching specialism is particularly central to the formation of teacher identity (Horn, 2005 ).”
Supporting Teacher Noticing of Students' Mathematical Strengths (2016, background): “Groupworthy problems are those with high-cognitive demand that “illustrate important mathematical concepts, allow for multiple representations, include tasks that draw effectively on the collective resources of a group, and have several possible solution paths” (Horn, 2005, p. 219).”
Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom (2008, background): “Thus, students had the opportunity to experience success, but this success was the product of effort (see also Horn, 2005).”
Participants in mathematics teacher education : individuals, teams, communities and networks (2008, background): “Examples abound in the literature of other means that school leaders employ to initiate conversations, including such things as analysis of student work (e.g., Kazemi & Franke, 2004), implementing common units of lessons (e.g., Borasi, Fonzi, Smith, & Rose, 1999), study groups (e.g., Arbaugh, 2003),”
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning (2009, background): “…could learn from the “communities of practice” line of research on professional development about how to structure “preservice” professional education so that it takes advantage of what we know about what makes it possible for teachers to learn ambitious instruction “on the job” (e.g., Horn, 2005).”
Talk and Conceptual Change at Work: Adequate Representation and Epistemic Stance in a Comparative Analysis of Statistical Consulting and Teacher Workgroups (2012, background): “At an ontogenetic level, principles contributed to development by becoming tools for teacher identity—I am a teacher who values and builds on student confusion—while helping them bootstrap new practices (microgenesis serves the development of practices that value student confusion) by serving as res”
Organizational Resources in the Service of School-Wide Ambitious Teaching Practice (2011, background): “This type of fit between resources and the daily demands of teaching requires the kind of professional wherewithal that is most readily facilitated by working on problems of practice with colleagues who share one’s experience with students, goals, and subject matter as they intermingle in a particul”
School-based teacher collaboration: Different learning opportunities across various contexts (2019, background): “It could be argued that in recent research on teacher collaboration, teachers' context is not adequately addressed, an issue that already has been raised by several scholars (e.g. Horn, 2005; Opfer, Pedder,& Lavicza, 2011a; Runhaar, Sanders, & Yang, 2010).”
Urban Success: A Multidimensional Mathematics Approach with Equitable Outcomes (2006, background): “Railside’s mathematics department was highly collaborative, and the teachers reported that the collaboration was critical to their students’ high level of achievement.(9) The mathematics teachers at Railside spent many hundreds of hours together planning cur-”
Turnaround Students in High School Mathematics: Constructing Identities of Competence Through Mathematical Worlds (2008, background): “(For more on the Railside teachers’ collective work, see Horn, 2005a,”
Learning Teaching in, from, and for Practice: What Do We Mean? (2010, background): “The character of practice is formed as teachers interact face to face and use common tools— schedules, books, tests, software, play spaces, bulletin boards—in particular ways, to work on what they consider to be common problems (Grossman, Wineberg, & Woolworth, 2001; Horn, 2005).”
Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development (2011, background): “Unlike the rapid hypothesis generation observed in medical education (Hmelo-Silver & Barrows, 2008), hypothesis generation tended to be laborious for teachers because of the ambiguous nature of pedagogical problems and the social and situated nature of pedagogical reasoning (Horn, 2005).”
Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning (2017, background): “fails to mobilize teachers’ knowledge, leadership, and motivation (Coburn & Stein, 2010; Gutiérrez & Penuel, 2014), yet professional learning led by teachers may fail to access important knowledge needed to improve instruction and, in some cases, may even reinforce unproductive beliefs and practices”