Toward a Theory of Teacher Community.

By Pam Grossman, Sam Wineburg, Stephen Woolworth. 2001

1,239 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e7ecce36ab8caf73ae38809494b372bd024e4065

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Citations in the corpus

A closer look at teachers’ individual learning in collaborative settings (2007, background): “In order to advocate such changes, programs organized in the working context of teachers, often collaborative settings such as learning communities (Shulman & Gamoran Sherin, 2004 ), are nowadays preferred (Grossman et al , 2001 ; Richardson & Placier, 2001 ).”
Professional growth in adaptive teaching competence as a result of Lesson Study (2017, positive): “Although working in interdisciplinary teams has its strengths (Havnes, 2009; Levine & Marcus, 2010), such as broadening and deepening school norms of reflection (McLaughlin & Talbert, 2006), it seems that working in a content specific team, possibly supported by the three-tiered logic, could lead to”
The role of a professional learning community in teacher change: a perspective from beliefs and practices (2015, background): “…short of knowledge and expertise to modify existing curricular materials (Beck, Czerniak, & Lumpe, 2000), avoid risk-taking which is contradictory to their current practices (McLaughlin & Talbert, 2001; Little, 2003), and shun conflict in teacher community (Grossman et al., 2001; Little, 2003).”
To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom (2006, background): “Recent education reform has adopted some of the principles of socially mediated learning as a means to promote higher order thinking in all subject areas, including reading ( Palincsar & Brown, 1984 ), science ( Brown & Campione, 1994 ; Palincsar & Magnusson, 2000 ; Songer, 2004 ; van Zee & Minst”
Effects of Organic Management on Student Achievement (2006, background): “This literature highlights the role that networks of teacher collaboration and collegiality play in promoting instructional coordination, teachers’ professional learning, and processes of instructional improvement (Bird & Little, 1986; Bryk, Camburn, & Louis, 1996; Grossman, Wineburg, & Woolworth, ”
Learning Teaching in, from, and for Practice: What Do We Mean? (2010, methodology): “The identification of high-leverage practices in the work of Hatch and Grossman (2009) and of Franke and Chan (2006), for example, is linked with work at the Carnegie Foundation for the Advancement of Teaching.”
Participants' Roles in the Context of a Video Club (2009, background): “Finally, they need to both learn how to participate in communities of practice and learn about the norms that govern participation, as well as develop a sense of commitment to their own and the group's growth ( Grossman, Wineburg, & Woolworth, 2001 ).”
Lesson study design features for supporting collaborative teacher learning (2019, background): “While these studies identified promising collaboration foci, their implications may be limited as TLCs often discuss multiple aspects of teaching and student learning, including curriculum, instructional approaches, assessment, and student thinking instead of choosing one over another.”