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Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning

by Min Sun, Anne Garrison Wilhelm, Christine J. Larson & Kenneth A. Frank - 2014

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Cite This Article as: Teachers College Record Volume 116 Number 6, 2014, p. 1-30
https://www.tcrecord.org ID Number: 17461, Date Accessed: 7/6/2020 11:55:38 PM
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About the Author
  • Min Sun
    University of Washington
    E-mail Author
    MIN SUN is an assistant professor in quantitative policy research in the College of Education at University of Washington. Her research focuses on policy issues relevant to develop, assess, and retain effective teachers and principals, school and district supports for instruction and learning, and quantitative methods (e.g., social network analysis and causal inference). Her recent publications appear at Teachers College Record, Educational Evaluation and Policy Analysis, Educational Administration Quarterly, American Journal of Education, and Educational Assessment, Evaluation and Accountability, etc.
  • Anne Garrison Wilhelm
    Southern Methodist University
    E-mail Author
    ANNE GARRISON WILHELM is an assistant professor of mathematics education in the Simmons School of Education and Human Development at Southern Methodist University. She is interested in understanding how to measure and support mathematics teachers’ development of high–quality instructional practices. She recently coauthored an article published in the Journal for Research in Mathematics Education exploring relationships between how teachers set up complex tasks and students’ opportunities to learn in the concluding whole class discussion.
  • Christine Larson
    Florida State University
    E-mail Author
    CHRISTINE J. LARSON is an assistant professor in the Florida State University School of Education. She is interested in understanding ways of supporting teacher learning through collaborative conversations and professional networks at the K–12 and tertiary levels.
  • Kenneth Frank
    Michigan State University
    KENNETH A. FRANK received his PhD in measurement, evaluation, and statistical analysis from the School of Education at the University of Chicago in 1993. He is currently a professor in counseling, educational psychology, and special education as well as in fisheries and wildlife at Michigan State University. His substantive interests include the study of schools as organizations, social structures of students and teachers and school decision making, and social capital. His substantive areas are linked to several methodological interests: social network analysis, causal inference, and multilevel models. His publications include quantitative methods for representing relations among actors in a social network, robustness indices for inferences, and the effects of social capital in schools and other social contexts.
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