Study Groups as a Form of Professional Development for Secondary Mathematics Teachers

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Transforming secondary mathematics teaching: increasing the cognitive demands of instructional tasks used in teachers' classrooms (2009, background): “, Arbaugh et al, 2006; Remillard, 1999; Smith, 2000), or by organizing teachers into communities of learners that work together to improve their practice (Arbaugh, 2003; Fernandez, 2005; Stein, Silver, & Smith, 1998).”
A Longitudinal Study of Teacher Change: What makes professional development effective? Report of the second year of the study (2005, background): “Other activities, for example study groups sustained across time, can have very beneficial effects not only on the self-efficacy of the teachers but also on building community and relationships, making connections across theory and practice, curriculum reform, and developing a sense of professionali”
Routines and collective orientations in mathematics teachers’ professional development (2008, background): “and confirmed collegiality at the same time (Little 1987), resulting in mutual contradictions and supplementation ( Arbaugh 2003; Lachance and Confrey 2003).”