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Instructional Improvement and Teachers’ Collaborative Conversations: The Role of Focus and Facilitation


by Christine Andrews-Larson, Jonee Wilson & Adrian Larbi-Cherif — 2017


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Cite This Article as: Teachers College Record Volume 119 Number 2, 2017, p. 1-37
http://www.tcrecord.org ID Number: 21670, Date Accessed: 12/14/2017 11:42:14 PM
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About the Author
  • Christine Andrews-Larson
    Florida State University
    E-mail Author
    CHRISTINE ANDREWS-LARSON is an assistant professor in the Florida State University College of Education. Andrews-Larson’s research focuses on instructional improvement in secondary and postsecondary mathematics. She is interested how students reason mathematically and the ways in which teachers learn to identify and leverage student reasoning to support the mathematical learning of all students. Andrews-Larson has recently published work on the teaching and learning of undergraduate mathematics in For the Learning of Mathematics and PRIMUS, and her work on supports for teacher learning has appeared in Teachers College Record. She can be reached by email at larson.christy@gmail.com, by phone at 812-320-3808, or by mail at 1114 West Call Street, Tallahassee, FL 32306.
  • Jonee Wilson
    North Carolina State University
    E-mail Author
    JONEE WILSON is an assistant professor in the Teacher Education and Learning Sciences department at North Carolina State University. Her research interests focus on specifying forms of practice that support historically marginalized and underserved students' participation in rigorous mathematics, as well as designs for professional development that support teachers in developing practices that are ambitious and equitable. Her work has been published in ZDM, JRME, and Urban Education. She can be reached by email at jwilson9@ncsu.edu, by phone at 919-515-7868, or by mail at 2310 Stinson Drive; 317 Poe Hall, Campus Box 7801. Raleigh, NC 27695.




  • Adrian Larbi-Cherif
    Vanderbilt University
    E-mail Author
    ADRIAN LARBI-CHERIF is a doctoral candidate in Mathematics Education at Vanderbilt University's Peabody College. His research focuses on understanding how instructional leadership can influence mathematics teachers' development of ambitious instructional practices. Recent publications focus on the intersection of the implementation of the Common Core State Standards of Mathematics and principal instructional leadership. He can be reached by email at Adrian.m.larbi-cherif@vanderbilt.edu, by phone at 512-299-3026, or by mail at 2137 Fairfax Ave., Apt. 9, Nashville TN 37212.
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