Learning Opportunities about Teaching Mathematics: A Longitudinal Case Study of School Leaders’ Influence

Adler P. , & Kwon S.-W. (2002). Social capital: Prospects for a new concept. The Academy of Management Review, 27 1, 17—40.

Ahuja G. (2000). Collaboration networks, structural holes, and innovation: A longitudinal study. Administrative Science Quarterly, 45 3, 425—455.

Berebitsky D. , & Andrews-Larson C. (2017). Teacher advice seeking: Relating centrality and expertise in middle school mathematics social networks. Teachers College Record, 119 10, 1—40.

Bidwell C. , & Yasumoto J. (1999). The collegial focus: Teaching fields, colleague relationships, and instructional practice in American high schools. Sociology of Education, 72 4, 234—256.

Borgatti S. P. (2005). Centrality and network flow. Social Networks, 27 1, 55—71.

Borgatti S. P. Everett M. G. , & Freeman L. C. (1999). UCINET 6.0 Version 1.00. Analytic Technologi es.

Borko H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33 8, 3—15.

Boston M. , & Wolf M. K. (2006). Assessing academic rigor in mathematics instruction: The development of the instructional quality assessment toolkit (CSE Technical Report). National Center for Research on Evaluation, Standards, and Student Testing.

Bourdieu P. (1985). The forms of capital. In Richardson J. (Ed.), Handbook of theory and research for the sociology of education (pp. 15—29). Greenwood Press.

Brown J. S. Collins A. , & Duguid P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 1, 32—42.

Bryk A. S. , & Schneider B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.

Bryk A. S. Sebring P. B. Allensworth E. Luppescu S. , & Easton J. (2010). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press.

Clotfelter C. T. Ladd H. F. Vigdor J. L. , & Diaz R. A. (2004). Do school accountability systems make it more difficult for low-performing schools to attract and retain high-quality teachers? Journal of Policy Analysis and Management, 23 2, 251—271.

Cobb P. , & Jackson K. (2011). Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale. Mathematics Teacher Education & Development, 13 1, 6—33.

Coburn C. E. (2006). Framing the problem of reading instruction: Using frame analysis to uncover the microprocesses of policy information. American Educational Research Journal, 43 3, 343—379.

Coburn C. E. Choi L. , & Mata W. (2010). “I would go to her because her mind is math”: Network formation in the context of a district-based mathematics reform. In Daly A. (Ed.), Social network theory and educational change (pp. 33—50). Harvard Education Press.

Cole R. P. , & Weinbaum E. H. (2010). Change in attitude: Peer influence in high school reform. In Daly A. J. (Ed.), Social network theory and educational change (pp. 77—97). Harvard Education Press.

Coleman J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95—S120.

Cranston J. (2011). Relational trust: The glue that binds a professional learning community. Alberta Journal of Educational Research, 57 1, 59—72.

Cress D. M. , & Snow D. A. (2000). The outcomes of homeless mobilization: The influence of organization, disruption, political mediation, and framing. American Journal of Sociology, 105 4, 1063—1104.

Crocco M. S. , & Costigan A. T. (2007). The narrowing of curriculum and pedagogy in the age of accountability: Urban educators speak out. Urban Education, 42 6, 512—535.

Daly A. J. Moolenaar N. M. Bolivar J. M. , & Burke P. H. (2010). Relationships in reform: The role of teachers’ social networks. Journal of Educational Administration, 48 3, 359—391.

Darling-Hammond L. Bae S. Cook-Harvey C. M. Lam L. Mercer C. Podolsky A. , & Stosich E. L. (2016). Pathways to new accountability through the Every Student Succeeds Act. Learning Policy Institute.

Darling-Hammond L. , & McLaughlin M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76 8, 597—604.

Erickson F. (2006). Definition and analysis of data from videotape: Some research procedures and their rationales. In Green J. Camilli G. , & Elmore P. (Eds.), Handbook of complementary methods in education research (pp. 177—191). Erlbaum.

Feng L. Figlio D. N. , & Sass T. (2010). School accountability and teacher mobility (No. w16070). National Bureau of Economic Research.

Finnigan K. S. , & Gross B. (2007). Do accountability policy sanctions influence teacher motivation? Lessons from Chicago's low-performing schools. American Educational Research Journal, 44 3, 594—630.

Fleming G. L. (2004). Principals and teachers as continuous learners. In Hord S. M. (Ed.), Learning together, leading together: Changing schools through professional learning communities (pp. 20—30). Teachers College Press.

Franke M. L. Carpenter T. P. Levi L. , & Fennema E. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38 3, 653—689.

Franke M. L. Kazemi E. , & Battey D. (2007). Mathematics teaching and classroom practice. In Lester F. K. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 225—256). Information Age.

Freeman L. (1987). Centrality in social networks conceptual clarification. Social Networks, 1, 215—239. (Original work published 1979)

Friedkin N. E. (1991). Theoretical foundations for centrality measures. American Journal of Sociology, 96 6, 1478—1504.

Gamoran A. Gunter R. , & Williams T. (2005). Professional community by design: Building social capital through teacher professional development. In Hedges L. V. , & Schneider B. (Eds.), The social organization of schooling (pp. 111—126). Russell Sage Foundation.

Granovetter M. S. (1973). The strength of weak ties. The American Journal of Sociology, 78 6, 1360—1380.

Grissom J. A. Loeb S. , & Master B. (2013). Effective instructional time use for school leaders: Longitudinal evidence from observations of principals. Educational Researcher, 42 8, 433—444.

Grossman P. Wineburg S. , & Woolworth S. (2001). Toward a theory of teacher community. Teachers College Record, 103, 942—1012.

Hanneman R. , & Riddle M. (2014). Connection and distance. In Introduction to Social Network Methods. http://faculty.ucr.edu/∼hanneman/nettext/C7_Connection.html

Hill H. C. (2010). The nature and predictors of elementary teachers’ mathematical knowledge for teaching. Journal for Research in Mathematics Education, 41 5, 513—545.

Horn I. S. , & Kane B. D. (2015). Opportunities for professional learning in mathematics teacher workgroup conversations: Relationships to instructional expertise. Journal of the Learning Sciences, 24 3, 373—418.

Horn I. S. Kane B. D. , & Wilson J. (2015). Making sense of student performance data: Data use logics and mathematics teachers’ learning opportunities. American Educational Research Journal, 52 2, 208—242.

Horn I. S. , & Little J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47 1, 181—217.

Huffman J. B. Hipp K. A. Pankake A. M. , & Moller G. (2014). Professional learning communities: Leadership, purposeful decision making, and job-embedded staff development. Journal of School Leadership, 11 5, 448—463.

Huggins K. S. Scheurich J. J. , & Morgan J. R. (2011). Professional learning communities as a leadership strategy to drive math success in an urban high school serving diverse, low-income students: A case study. Journal of Education for Students Placed at Risk, 16 2, 67—88.

Jackson K. Cobb P. , & Rigby J. G. (2014, November 20–23). Instructional improvement and instructional management: District leaders’ orientations towards improving mathematics teaching and learning [Paper presentation]. University Council for Educational Administration convention, Washington, DC, United States.

Jackson P. W. (1990). Life in classrooms. Teachers College Press.

Kazemi E. , & Franke M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7 3, 203—235.

Kerr K. A. Marsh J. A. Ikemoto G. S. Darilek H. , & Barney H. (2006). Strategies to promote data use for instructional improvement: Actions, outcomes, and lessons from three urban districts. American Journal of Education, 112 4, 496—520.

Lampert M. Beasley H. Ghousseini H. Kazemi E. , & Franke M. (2010). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. In Stein M. K. , & Kucan L. (Eds.), Instructional explanations in the disciplines (pp. 129—141). Springer.

Louis K. S. Marks H. M. , & Kruse S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33 4, 757—798.

Mathis W. J. , & Trujillo T. M. (2016). Lessons from NCLB for the Every Student Succeeds Act. National Education Policy Center.

Mathison S. (1988). Why triangulate? Educational Researcher, 17 2, 13—17.

McLaughlin M. (1987). Learning from experience: Lessons from policy implementation. Educational Evaluation and Policy Analysis, 9 2, 171—178.

McLaughlin M. W. (2006). Implementation research in education: Lessons learned, lingering questions and new opportunities. In Honig M. I. (Ed.), New directions in education policy implementation: Confronting complexity (pp. 209—228). State University of New York Press.

Miles M. , & Huberman A. M. (1994). Qualitative data analyses (2nd ed.). Sage.

Moolenaar N. M. (2012). A social network perspective on teacher collaboration in schools: Theory, methodology, and applications. American Journal of Education, 119 1, 7—39.

Moolenaar N. M. Daly A. J. , & Sleegers P. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Education Administration Quarterly, 46, 623—670.

Moolenaar N. M. , & Sleegers P. (2010). Social networks, trust, and Dutch schools. In Daly A. J. (Ed.), Social network theory and educational change (pp. 97—114). Harvard University Press.

Morrissey M. S. , & Cowan D. (2004). Creating and sustaining a professional learning community: Actions and perceptions of principal leadership. In Hord S. M. (Ed.), Learning together, leading together: Changing schools through professional learning communities (pp. 45—57). Teachers College Press.

Munter C. (2014). Developing visions of high-quality mathematics instruction. Journal for Research in Mathematics Education, 45 5, 584—635.

Murphy J. (2015). Creating communities of professionalism: Addressing cultural and structural barriers. Journal of Educational Administration, 53 2, 154—176. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics.

Penuel W. R. Riel M. Krause A. , & Frank K. (2009). Analyzing teachers’ professional interactions in a school as social capital: A social network approach. Teachers College Record, 111 1, 124—163.

Putnam R. D. (1993). The prosperous community: Social capital and public life. The American Prospect, 13, 35—42.

Rigby J. G. (2014). Three logics of instructional leadership. Educational Administration Quarterly, 50 4, 610—644.

Rigby J. G. (2016). Principals’ conceptions of instructional leadership and their informal social networks: An exploration of the mechanisms of the mesolevel. American Journal of Education, 122 3, 433—464.

Rigby J. G. Forman S. , & Lewis R. (2019). Principals’ leadership moves to implement a discipline-specific instructional improvement policy. Leadership & Policy in Schools, 1—25. doi:10.1080/15700763.2019.1668422

Riordan J. E. , & Noyce P. E. (2001). The impact of two standards-based mathematics curricula on student achievement in Massachusetts. Journal for Research in Mathematics Education, 32 4, 368—398.

Schein E. H. (1985). Organisational culture and leadership: A dynamic view. Jossey-Bass.

Schneider A. , & Ingram H. (1993). Social construction of target populations: Implications for politics and policy. The American Political Science Review, 87 2, 334—347.

Sebastian J. , & Allensworth E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational Administration Quarterly, 48 4, 626—663.

Shulman L. S. (1997). Communities of learners & communities of teachers: Mandel Institute.

Skemp R. (1976). Instrumental understanding and relational understanding. Mathematics Teaching, 77, 20—26.

Small M. L. (2009). Unanticipated gains: Origins of network inequality in everyday life. Oxford University Press.

Snow D. A. , & Benford R. D. (2000). Framing processes and social movements: An overview and assessment. Annual Review of Sociology, 26, 611—639.

Stein M. K. , & Coburn C. E. (2008). Architectures for learning: A comparative analysis of two urban school districts. American Journal of Education, 114 4, 583—626.

Stein M. K. Grover B. W. , & Henningsen M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33 2, 455—488.

Stein M. K. , & Lane S. (1996). Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project. Educational Research and Evaluation, 2 1, 50—80.

Stoll L. Bolam R. McMahon A. Wallace M. , & Thomas S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7 4, 221—258.

Sun M. Frank K. A. Penuel W. R. , & Kim C. M. (2013). How external institutions penetrate schools through formal and informal leaders. Educational Administration Quarterly, 49 4, 610—644.

Tarr J. E. Reys R. E. Reys B. J. Chavez O. Shih J. , & Osterlind S. J. (2008). The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement. Journal for Research in Mathematics Education, 39 3, 247—280.

Thompson A. G. Philipp R. A. Thompson P. W. , & Boyd B. A. (1994). Calculational and conceptual orientations in teaching mathematics. In Aichele D. B. , & Coxford A. F. (Eds.), Professional development for teachers of mathematics (pp. 79—92). National Council of Teachers of Mathematics.

Uzzi B. (1996). The sources and consequences of embeddedness for the economic performance of organizations: The network effect. American Sociological Review, 61 4, 674—698.

Valli L. , & Buese D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44 3, 519—558.

Van Lare M. D. , & Brazer S. D. (2013). Analyzing learning in professional learning communities: A conceptual framework. Leadership and Policy in Schools, 12 4, 374—396.

Vygotsky L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wilhelm A. G. Chen I.-C. Smith T. M. , & Frank K. A. (2016). Selecting expertise in context: Middle school mathematics teachers’ selection of new sources of instructional advice. American Educational Research Journal, 53 3, 456—491.

Woulfin S. L. , & Rigby J. G. (2017). Coaching for coherence: How instructional coaches lead change in the evaluation era. Educational Researcher, 46 6, 323—328.

Yin R. K. (2003). Case study research: Design and methods (3rd ed.). Sage.