How the Structure and Focus of Teachers' Collaborative Activities Facilitate and Constrain Teacher Learning.

By Thomas H. Levine, Alan S. Marcus. 2010

340 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/40d3e47828a5d81a0ef56db28dfe2c85ab6f196d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Professional growth in adaptive teaching competence as a result of Lesson Study (2017, positive): “PROFESSIONAL GROWTH IN ADAPTIVE TEACHING COMPETENCE AS A RESULT OF LESSON STUDY 11 Moreover, working with colleagues across disciplines could even lead to frustration (Levine & Marcus, 2010).”
A conceptual framework for integrated STEM education (2016, background): “(Levine and Marcus 2010, p. 390) Integrated STEM education can create an ideal platform to blend these complementary learning theories by providing a community of practice through social discourse.”
Teacher learning and collaboration in innovative teams (2010, background): “To foster learning in collaboration, teachers should try to represent their practice as specific and complete as possible (Levine & Marcus, 2010).”
Professional development through lesson study: teaching the derivative using GeoGebra (2015, background): “Levine and Marcus (2010) argued the positive influence of collaboration in small teacher teams, and we see that the collaboration stimulates the teachers to teach with a focus on sense-making of the calculus.”
Teacher Collaboration in Instructional Teams and Student Achievement (2015, background): “In case studies of discourse patterns among teacher teams, Little (2003) and Horn and Little (2009) argued that the nature of teachers’ conversations with colleagues serve to either open up or close down opportunities for teacher learning, depending in part on the conversational norms that guide the”
Teacher collaboration and professional development in the workplace: a study of Portuguese teachers (2014, background): “…has been seen as a solution to problems in education with various and substantial benefits particularly in regard to the quality of teaching and learning (Little 1982, 1990; Hargreaves and Fullan 1992; Little and McLaughlin 1993; Hargreaves 1998; Day 2001; Lima 2002, 2003; Levine and Marcus 2010).”