Department-initiated change
This paper reports the activity of three secondary school mathematics departments in England in self-initiated states of change that led to overall improvements in students’ achievements when compared to previous cohorts. This took place without intervention and without their participation in extern...
| Main Authors: | , |
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| Format: | Journal article |
| Language: | English |
| Published: |
Kluwer Academic Publishers
2014
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| _version_ | 1797070500848992256 |
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| author | Watson, A De Geest, E |
| author_facet | Watson, A De Geest, E |
| author_sort | Watson, A |
| collection | OXFORD |
| description | This paper reports the activity of three secondary school mathematics departments in England in self-initiated states of change that led to overall improvements in students’ achievements when compared to previous cohorts. This took place without intervention and without their participation in external projects. They provide examples of departments that can work effectively on their own development, and hence, their work adds to our knowledge of the potential for development through collaboration. The departments were monitored over 3 years, and data were analysed using the lens of activity theory. In contrast to departments in many studies, these departments worked overtly on mathematics pedagogy through the shared production and discussion of resources, shared planning and task design. Also in contrast to several other studies, they developed distinct ways to handle differences of subject knowledge among the teachers in the department. Their focus changed during the study from developing resource banks to supporting students’ learning through hybrid teaching. |
| first_indexed | 2024-03-06T22:39:46Z |
| format | Journal article |
| id | oxford-uuid:5b23dce5-61f9-4bc2-a167-271aac3c5a8c |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-06T22:39:46Z |
| publishDate | 2014 |
| publisher | Kluwer Academic Publishers |
| record_format | dspace |
| spelling | oxford-uuid:5b23dce5-61f9-4bc2-a167-271aac3c5a8c2022-03-26T17:20:14ZDepartment-initiated changeJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:5b23dce5-61f9-4bc2-a167-271aac3c5a8cEnglishSymplectic Elements at OxfordKluwer Academic Publishers2014Watson, ADe Geest, EThis paper reports the activity of three secondary school mathematics departments in England in self-initiated states of change that led to overall improvements in students’ achievements when compared to previous cohorts. This took place without intervention and without their participation in external projects. They provide examples of departments that can work effectively on their own development, and hence, their work adds to our knowledge of the potential for development through collaboration. The departments were monitored over 3 years, and data were analysed using the lens of activity theory. In contrast to departments in many studies, these departments worked overtly on mathematics pedagogy through the shared production and discussion of resources, shared planning and task design. Also in contrast to several other studies, they developed distinct ways to handle differences of subject knowledge among the teachers in the department. Their focus changed during the study from developing resource banks to supporting students’ learning through hybrid teaching. |
| spellingShingle | Watson, A De Geest, E Department-initiated change |
| title | Department-initiated change |
| title_full | Department-initiated change |
| title_fullStr | Department-initiated change |
| title_full_unstemmed | Department-initiated change |
| title_short | Department-initiated change |
| title_sort | department initiated change |
| work_keys_str_mv | AT watsona departmentinitiatedchange AT degeeste departmentinitiatedchange |