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Exploring Middle School Math Teachers' Perceptions of the Effectiveness of Collaborative Learning Teams within Professional Learning Communities

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dc.contributor.advisor Suh, Jennifer
dc.contributor.author Rawding, Molly Rothermel
dc.creator Rawding, Molly Rothermel en_US
dc.date.accessioned 2013-08-09T15:36:31Z
dc.date.available 2013-08-09T15:36:31Z
dc.date.issued 2013 en_US
dc.identifier.uri https://hdl.handle.net/1920/8193
dc.description.abstract The purpose of this qualitative study was to explore the perceptions of what makes a collaborative learning team (CLT) effective for novice and experienced teachers. Professional learning communities have emerged as one approach for job-embedded professional learning so that teachers have the opportunity to collaborate with the end goal of improving their teaching practices as well as promote continuous school improvement. To explore these issues, the research questions that guided this study included: How do CLTs influence middle school math teachers to explore the nature of the mathematics content and pedagogy? What are the perceptions of novice teachers in terms of effective components of their CLT? What are the perceptions of experienced teachers in terms of effective components of their CLT? How does teaching experience influence perception for effective CLTs? Qualitative data were collected through three interviews from four novice and three experienced middle school math teachers in two different middle schools in the mid-Atlantic. The school sites were selected because teachers participated in regularly scheduled CLT meeting.
dc.format.extent 184 pages en_US
dc.language.iso en en_US
dc.rights Copyright 2013 Molly Rothermel Rawding en_US
dc.subject Mathematics education en_US
dc.subject Education en_US
dc.subject collaboratively learning team en_US
dc.subject math teacher en_US
dc.subject middle school en_US
dc.subject professional learning community en_US
dc.title Exploring Middle School Math Teachers' Perceptions of the Effectiveness of Collaborative Learning Teams within Professional Learning Communities en_US
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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