Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions

By Ilana Seidel Horn, J. Little. 2010

745 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/d7f62a48b2d912988bc447c34f4ae9e60393e080

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

Talk and Conceptual Change at Work: Adequate Representation and Epistemic Stance in a Comparative Analysis of Statistical Consulting and Teacher Workgroups (2012, background): “Discourse routines that excavated or imagined interactional details of classroom life supported the development of a shared understanding and were critical to the work of teaching consultations (Horn, 2010; Horn & Little, 2010).”
Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial (2019, background): “In education, Coburn and Russell (2008) and Horn and Little (2010) provide evidence that the use of well-crafted routines can increase the depth and analytic power of teachers’ conversations with one another or with coaches.”
The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “…teacher practice (Flores and Day 2006), how school principals influence teacher learning, interpretation, and adaptation of school-level instructional policies (Coburn 2005), and how contextual factors such as conversational routines and opportunities impact teacher learning (Horn and Little 2010).”
Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement (2014, neutral): “…attention on the relevance of the quality of teacher social interactions in improvement (Bryk & Schneider, 2003; Coburn & Russell, 2008; Daly, 2010; Goddard, Goddard, & Tschannen-Moran, 2007; Horn & Little, 2010; Hubbard, Mehan, & Stein, 2006; Moolenaar, 2012; Penuel, Riel, Krause, & Frank, 2009).”
Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future (2015, background): “…data and strategize pedagogy, teachers instruction improved, and student achievement improved as well. however, studies also have found that grade-level agendas, norms, and the level of expertise in the group all play into teacher collaboration around data use (horn & Little, 2010; Young, 2006).”
Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning (2014, background): “…participation of teachers from the same school or grade, and (f) ongoing in duration (Desimone, Porter, Garet, Yoon, & Birman, 2002; Garet, Porter, Desimone, Birman, & Yoon, 2001; Horn & Little, 2010; Putnam & Borko, 2000; Sun, Penuel, Frank, Gallagher, & Youngs, 2013; Wilson & Berne, 1999).”
Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale (2013, background): “Although there are coherent bodies of research on teacher professional development and productive teacher collaborative work (Borko, 2004; Horn & Little, 2010), research on content-focused coaching is underdeveloped, research on school instructional leadership in mathematics (and other content…”
A Framework for the Initiation of Networked Improvement Communities (2017, background): “…level are more likely to improve their teaching practice and student learning (Borko, 2004; Coburn, Russell, Kaufman, & Stein, 2012; Frykholm, 1998; Horn & Little, 2010; Johnson, Kraft, & Papay, 2012; Kazemi & Franke, 2004; Kraft & Papay, 2014; McLaughlin & Talbert, 2001; Stein, Smith, & Silver,…”
The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching (2017, background): “…rather This content downloaded from 129.74.250.206 on Fri, 02 Feb 2018 16:31:34 UTC All use subject to http://about.jstor.org/terms than thinking (Earl & Timperley, 2008; Horn & Little, 2010)—interferes with teacher learning and change and thereby facilitates the maintenance of the status quo.”
Keeping It Complex (2013, background): “Through the conversational routines that structured rehearsals, the assumption that they would maintain high expectations of all students and enact practices that accomplish high-level academic learning goals was “normalized” (Horn & Little, 2010).”
Large‐scale science education intervention research we can use (2012, background): “Within schools, research in mathematics education has focused on the need for well-designed protocols as anchors for fostering deep, critical conversations about student work (Horn, 2010; Horn & Little, 2010).”
Content-Focused Coaching: Five Key Practices (2016, background): “An accomplished teacher might focus on the forms of reasoning students are developing in relation to the instruction in which they are participating (Horn & Little, 2010).”
Teacher Collaboration in Instructional Teams and Student Achievement (2015, background): “Among many changes, the plan required that early career teachers participate monthly in PLCs.”
Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities (2015, neutral): “Somewhat echoing previous research (horn & Little, 2010), we found that dialogue about instruction was especially important in fostering horizontal expertise, providing teachers the necessary support to make changes in delivery.”