Conducting Design Experiments to Support Teachers' Learning: A Reflection From the Field

REFERENCES

• Achinstein , B. 2002 . Community, diversity, and conflict among schoolteachers. New York : Teachers College Press. .
   Google Scholar
• Ball , D. L. and Bass , H. 2000 . “ Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. ” . In Multiple perspectives on mathematics teaching and learning Edited by: Boaler , J. 83 – 106 . Stamford, CT : Ablex. .
   Google Scholar
• Ball , D. L. and Cohen , D. K. 1996 . Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? . Educational Researcher , 25 ( 9 ) : 6 – 8 . 14.
   Google Scholar
• Ball , D. L. and Cohen , D. K. 1999 . “ Developing practice, developing practitioners: Towards a practice-based theory of professional education. ” . In Teaching as the learning profession: Handbook of policy and practice Edited by: Sykes , G. and Darling-Hammond , L. 3 – 32 . San Francisco : Jossey-Bass. .
   Google Scholar
• Barab , S. A. , Schatz , S. and Scheckler , R. 2004 . Using activity theory to conceptualize online community and using online community to conceptualize activity theory . Mind, Culture, and Activity , 11 : 25 – 47 .
   Google Scholar
• Beach , K. 1999 . Consequential transitions: A sociocultural expedition beyond transfer in education . Review of Research in Education , 24 : 103 – 141 .
   Google Scholar
• Blumenfeld , P. , Fishman , B. J. , Krajcik , J. S. , Marx , R. and Soloway , E. 2000 . Creating usable innovations in systemic reform: Scaling-up technology-embedded project-based science in urban schools . Educational Psychologist , 35 : 149 – 164 .
   Web of Science ®Google Scholar
• Blumer , H. 1969 . Symbolic interactionism: Perspectives and method. Englewood Cliffs, NJ : Prentice Hall. .
   Google Scholar
• Borko , H. 2004 . Professional development and teacher learning: Mapping the terrain . Educational Researcher , 33 ( 8 ) : 3 – 15 .
   Google Scholar
• Bouillion , L. M. and Gomez , L. M. 2001 . Connecting school and community with science learning: Real world problems and school-community partnerships as contextual scaffolds . Journal of Research in Science Teaching , 38 : 878 – 898 .
   Web of Science ®Google Scholar
• Bransford , J. , Brown , A. and Cocking , R. 2000 . How people learn: Brain, mind, experience and school. Washington, DC : National Academy Press. .
   Google Scholar
• Brown , A. L. 1992 . Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings . Journal of the Learning Sciences , 2 : 141 – 178 .
   Google Scholar
• Brown , J. S. and Duguid , P. 1991 . Organizational learning and communities-of-practice: Towards a unified view of working, learning, and innovation . Organization Science , 2 : 40 – 57 .
   Web of Science ®Google Scholar
• Bryk , A. S. and Schneider , B. 2002 . Trust in schools: A core resource for improvement. New York : Russell Sage Foundation. .
   Google Scholar
• Civil , M. 2007 . “ Building on community knowledge: An avenue to equity in mathematics education. ” . In Diversity, equity, and access to mathematical ideas Edited by: Nasir , N. S. and Cobb , P. 105 – 117 . New York : Teachers College Press. .
   Google Scholar
• Clark , C. M. 1988 . Asking the right questions about teacher preparation: Contributions of research on teacher thinking . Educational Researcher , 17 ( 2 ) : 5 – 12 .
   Google Scholar
• Clarke , D. and Hollingsworth , H. 2002 . Elaborating a model of teacher professional growth . Teaching and Teacher Education , 18 : 947 – 967 .
   Web of Science ®Google Scholar
• Cobb , P. 1999 . Individual and collective mathematical learning: The case of statistical data analysis . Mathematical Thinking and Learning , 1 : 5 – 44 .
   Google Scholar
• Cobb , P. , Boufi , A. , McClain , K. and Whitenack , J. W. 1997 . Reflective discourse and collective reflection . Journal for Research in Mathematics Education , 28 : 258 – 277 .
   Web of Science ®Google Scholar
• Cobb , P. and Gravemeijer , K. 2008 . “ Experimenting to support and understand learning processes. ” . In Handbook of design research Edited by: Kelly , A. E. 68 – 95 . Mahwah, NJ : Lawence Erlbaum Associates. .
   Google Scholar
• Cobb , P. and McClain , K. 2001 . “ An approach for supporting teachers' learning in social context. ” . In Making sense of mathematics teacher education Edited by: Lin , F. L. and Cooney , T. 207 – 232 . Dordrecht, , the Netherlands : Kluwer. .
   Google Scholar
• Cobb , P. and McClain , K. 2006 . The collective mediation of a high stakes accountability program: Communities and networks of practice . Mind, Culture, and Activity , 13 : 80 – 100 .
   Google Scholar
• Cobb , P. , McClain , K. and Gravemeijer , K. 2003 . Learning about statistical covariation . Cognition and Instruction , 21 : 1 – 78 .
   Web of Science ®Google Scholar
• Cobb , P. , McClain , K. , Lamberg , T. and Dean , C. 2003 . Situating teachers' instructional practices in the institutional setting of the school and school district . Educational Researcher , 32 ( 6 ) : 13 – 24 .
   Google Scholar
• Cobb , P. and Smith , T. 2008 . “ The challenge of scale: Designing schools and districts as learning organizations for instructional improvement in mathematics. ” . In International handbook of mathematics teacher education: Vol. 3. Participants in mathematics teacher education: Individuals, teams, communities and networks Edited by: Krainer , K. and Wood , T. 231 – 254 . Rotterdam, , The Netherlands : Sense. .
   Google Scholar
• Cobb , P. and Steffe , L. P. 1983 . The constructivist researcher as teacher and model builder . Journal for Research in Mathematics Education , 14 : 83 – 94 .
   Google Scholar
• Cobb , P. , Stephan , M. , McClain , K. and Gravemeijer , K. 2001 . Participating in classroom mathematical practices . Journal of the Learning Sciences , 10 : 113 – 164 .
   Web of Science ®Google Scholar
• Cobb , P. and Yackel , E. 1996 . Constructivist, emergent, and sociocultural perspectives in the context of developmental research . Educational Psychologist , 31 : 175 – 190 .
   Web of Science ®Google Scholar
• Cobb , P. , Zhao , Q. , Gresalfi , M. and Visnovska , J. 2007 . A revised learning trajectory for a group of mathematics teachers Nashville, TN : Vanderbilt University . Unpublished manuscript
   Google Scholar
• Coburn , C. E. 2001 . Collective sensemaking about reading: How teachers mediate reading policy in their professional communities . Educational Evaluation and Policy Analysis , 23 : 145 – 170 .
   Web of Science ®Google Scholar
• Coburn , C. E. 2005 . Shaping teacher sensemaking: School leaders and the enactment of reading policy . Educational Policy , 19 : 476 – 509 .
   Web of Science ®Google Scholar
• Cohen , D. K. and Hill , H. C. 2000 . Instructional policy and classroom performance: The mathematics reform in California . Teachers College Record , 102 : 294 – 343 .
   Web of Science ®Google Scholar
• Collins , A. , Joseph , D. and Bielaczyc , K. 2004 . Design research: Theoretical and methodological issues . Journal of the Learning Sciences , 13 : 15 – 42 .
   Web of Science ®Google Scholar
• Confrey , J. and Lachance , A. 2000 . “ Transformative teaching experiments through conjecture-driven research design. ” . In Handbook of research design in mathematics and science education Edited by: Kelly , A. E. and Lesh , R. A. 231 – 266 . Mahwah, NJ : Erlbaum. .
   Google Scholar
• Confrey , J. and Smith , E. 1995 . Splitting, covariation, and their role in the development of exponential functions . Journal for Research in Mathematics Education , 26 : 66 – 86 .
   Web of Science ®Google Scholar
• Dean , C. O. 2005 . “ An analysis of the emergence and concurrent learning of a professional teaching community ” . Nashville, TN : Vanderbilt University . Unpublished doctoral dissertation
   Google Scholar
• diSessa , A. A. and Cobb , P. 2004 . Ontological innovation and the role of theory in design experiments . Journal of the Learning Sciences , 13 : 77 – 103 .
   Web of Science ®Google Scholar
• Edelson , D. C. 2002 . Design research: What we learn when we engage in design . Journal of the Learning Sciences , 11 : 105 – 121 .
   Web of Science ®Google Scholar
• Elmore , R. F. 2004 . School reform from the inside out. Cambridge, MA : Harvard Education Press. .
   Google Scholar
• Elmore , R. F. June 2006 . “ Leadership as the practice of improvement ” . In Paper presented at the OECD International Conference on Perspectives on Leadership for Systemic Improvement, London, England June ,
   Google Scholar
• Elmore , R. F. , Peterson , P. L. and McCarthey , S. J. 1996 . Restructuring in the classroom: Teaching, learning, and school organization. San Francisco : Jossey-Bass. .
   Google Scholar
• Engestrom , Y. 1998 . “ Reorganizing the motivational sphere of classroom culture: An activity-theoretical analysis of planning in a teacher team. ” . In The culture of the mathematics classroom Edited by: Seeger , F. , Voigt , J. and Waschescio , U. 76 – 103 . New York : Cambridge University Press. .
   Google Scholar
• Feldman , M. S. and Pentland , B. T. 2003 . Reconceptualizing organizational routines as a source of flexibility and change . Administrative Science Quarterly , 48 : 94 – 118 .
   Web of Science ®Google Scholar
• Ferrini-Mundy , J. and Floden , R. E. 2007 . “ Educational policy research and mathematics education. ” . In Second handbook of research on mathematics teaching and learning Edited by: Lester , F. Vol. 2 , 1247 – 1279 . Greenwich, CT : Information Age. .
   Google Scholar
• Fishman , B. J. and Krajcik , J. S. 2003 . What does it mean to create sustainable science curriculum innovations? A commentary . Science Education , 87 : 564 – 573 .
   Web of Science ®Google Scholar
• Fishman , B. J. , Marx , R. W. , Besta , S. and Tal , R. T. 2003 . Linking teacher and student learning to improve professional development in systemic reform . Teaching and Teacher Education , 19 : 643 – 658 .
   Web of Science ®Google Scholar
• Fishman , B. , Marx , R. W. , Blumenfeld , P. and Krajcik , J. S. 2004 . Creating a framework for research on systemic technology innovations . Journal of the Learning Sciences , 13 : 43 – 76 .
   Web of Science ®Google Scholar
• Franke , M. L. , Carpenter , T. , Fennema , E. , Ansell , E. and Behrend , J. 1998 . Understanding teachers' self-sustaining, generative change in the context of professional development . Teaching and Teacher Education , 14 : 67 – 80 .
   Web of Science ®Google Scholar
• Franke , M. L. , Carpenter , T. P. , Levi , L. and Fennema , E. 2001 . Capturing teachers' generative change: A follow-up study of teachers' professional development in mathematics . American Educational Research Journal , 38 : 653 – 689 .
   Web of Science ®Google Scholar
• Franke , M. L. and Kazemi , E. 2001a . Learning to teach mathematics: Developing a focus on students' mathematical thinking . Theory Into Practice , 40 : 102 – 109 .
   Web of Science ®Google Scholar
• Franke , M. L. and Kazemi , E. 2001b . “ Teaching as learning within a community of practice: Characterizing generative growth. ” . In Beyond classical pedagogy in elementary mathematics: The nature of facilitative teaching Edited by: Wood , T. , Nelson , B. C. and Warfield , J. 47 – 74 . Mahwah, NJ : Erlbaum. .
   Google Scholar
• Franke , M. L. , Kazemi , E. , Shih , J. , Biagetti , S. and Battey , D. 2005 . “ Changing teachers' professional work in mathematics: One school's journey. ” . In Understanding mathematics and science matters Edited by: Romberg , T. A. , Carpenter , T. P. and Dremock , F. 209 – 230 . Mahwah, NJ : Erlbaum. .
   Google Scholar
• Gamoran , A. , Anderson , C. W. , Quiroz , P. A. , Secada , W. G. , Williams , T. and Ashman , S. 2003 . Transforming teaching in math and science: How schools and districts can support change. New York : Teachers College Press. .
   Google Scholar
• Gamoran , A. , Secada , W. G. and Marrett , C. B. 2000 . “ The organizational context of teaching and learning: Changing theoretical perspectives. ” . In Handbook of sociology of education Edited by: Hallinan , M. T. 37 – 63 . New York : Kluwer Academic/Plenum. .
   Google Scholar
• Glennan , T. K. Jr. and Resnick , L. B. 2004 . “ School districts as learning organizations: A strategy for scaling educational reform. ” . In Expanding the reach of education reforms: Collected essays by leaders in the scale-up of educational interventions Edited by: Glennan , J. T. K. , Bodilly , S. J. , Galegher , J. and Kerr , K. 517 – 564 . Santa Monica, CA : RAND. .
   Google Scholar
• Gravemeijer , K. 1994a . Developing realistic mathematics education. Utrecht, , The Netherlands : CD-ß Press. .
   Google Scholar
• Gravemeijer , K. 1994b . Educational development and developmental research . Journal for Research in Mathematics Education , 25 : 443 – 471 .
   Web of Science ®Google Scholar
• Grossman , P. , Wineburg , S. and Woolworth , S. 2001 . Toward a theory of teacher community . Teachers College Record , 103 : 942 – 1012 .
   Web of Science ®Google Scholar
• Gutiérrez , R. 1996 . Practices, beliefs, and cultures of high school mathematics departments: Understanding their influences on student advancement . Journal of Curriculum Studies , 28 : 495 – 530 .
   Web of Science ®Google Scholar
• Gutstein , E. 2007 . “So one question leads to another”: Using mathematics to develop a pedagogy of questioning. ” . In Improving access to mathematics: Diversity and equity in the classroom Edited by: Nasir , N. S. and Cobb , P. 51 – 68 . New York : Teachers College Press. .
   Google Scholar
• Hiebert , J. I. , Carpenter , T. P. , Fennema , E. , Fuson , K. C. , Wearne , D. Murray , H. 1997 . Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH : Heinemann. .
   Google Scholar
• Hill , H. C. , Rowan , B. and Ball , D. L. 2005 . Effects of teachers' mathematical knowledge on teaching for student achievement . American Educational Research Journal , 42 : 371 – 406 .
   Web of Science ®Google Scholar
• Horn , I. S. 2005 . Learning on the job: A situated account of teacher learning in high school mathematics departments . Cognition and Instruction , 23 : 207 – 236 .
   Web of Science ®Google Scholar
• Kazemi , E. and Franke , M. L. 2004 . Teacher learning in mathematics: Using student work to promote collective inquiry . Journal of Mathematics Teacher Education , 7 : 203 – 225 .
   Google Scholar
• Kelly , A. 2004 . Design research in education: Yes, but is it methodological? . Journal of the Learning Sciences , 13 : 115 – 128 .
   Web of Science ®Google Scholar
• King , M. B. and Newmann , F. M. April 1999 . “ School capacity as a goal for professional development: Mapping the terrain in low income schools ” . In Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada April ,
   Google Scholar
• Krainer , K. 2003 . Editorial: Teams, communities, and networks . Journal of Mathematics Teacher Education , 6 : 93 – 105 .
   Google Scholar
• Lamberg , T. April 2005 . “ The affordances that emerged as district leaders and researchers became part of a professional teaching community ” . In Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada. April ,
   Google Scholar
• Lampert , M. 2001 . Teaching problems and the problems of teaching. New Haven, CT : Yale University Press. .
   Google Scholar
• Lehrer , R. and Lesh , R. 2003 . “ Mathematical learning. ” . In Comprehensive handbook of psychology Edited by: Reynolds , W. and Miller , G. Vol. 7 , 357 – 391 . New York : Wiley. .
   Google Scholar
• Lehrer , R. and Schauble , L. 2004 . Modeling natural variation through distribution . American Educational Research Journal , 41 : 635 – 679 .
   Web of Science ®Google Scholar
• Leithwood , K. , Louis , K. S. , Anderson , S. and Wahlstrom , K. 2004 . How leadership influences student learning. New York : Wallace Foundation. .
   Google Scholar
• Little , J. W. 1990 . The persistence of privacy: Autonomy and initiative in teachers' professional relations . Teachers College Record , 91 : 509 – 536 .
   Web of Science ®Google Scholar
• Little , J. W. April 1999 . “ Teachers' professional development in the context of secondary school reform: Findings from a three-year study of restructuring school ” . In Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada April ,
   Google Scholar
• Little , J. W. 2002 . Locating learning in teachers' communities of practice: Opening up problems of analysis in records of everyday work . Teaching and Teacher Education , 18 : 917 – 946 .
   Web of Science ®Google Scholar
• Louis , K. S. and Kruse , S. D. 1995 . Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA : Corwin Press. .
   Google Scholar
• Ma , L. 1999 . Knowing and teaching elementary mathematics: Teachers' understandings of fundamental mathematics in China and the United States. Mahwah, NJ : Erlbaum. .
   Google Scholar
• McClain , K. 2002 . Teacher's and students' understanding: The role of tool use in communication . Journal of the Learning Sciences , 11 : 217 – 249 .
   Web of Science ®Google Scholar
• McDermott , M. 1976 . “ Kidmake sense: An ethnographic account of the intereactional management of success and failure in one first-grade classroom ” . In Unpublished doctoral dissertation, Stamford University
   Google Scholar
• McLaughlin , M. W. and Talbert , J. E. 2001 . Professional communities and the work of high school teaching. Chicago : University of Chicago Press. .
   Google Scholar
• Nelson , B. S. 1997 . “ Learning about teacher change in the context of mathematics education reform: Where have we come from? ” . In Mathematics teachers in transition Edited by: Fennema , E. and Nelson , B. S. 3 – 19 . Mahwah, NJ : Erlbaum. .
   Google Scholar
• Nelson , B. S. and Sassi , A. 2005 . The effective principal: Instructional leadership for high-quality learning. New York : Teachers College Press. .
   Google Scholar
• Newman , F. M. 1996 . Authentic achievement: Restructuring schools for intellectual quality. San Francisco : Jossey-Bass. .
   Google Scholar
• Nickerson , S. D. and Moriarty , G. 2005 . Professional communities in the context of teacher' professional lives: A case of mathematics specialists . Journal of Mathematics Teacher Education , 8 : 113 – 140 .
   Google Scholar
• Putnam , R. T. and Borko , H. 2000 . What do new views of knowledge and thinking have to say about research on teacher learning? . Educational Researcher , 29 ( 1 ) : 4 – 15 .
   Google Scholar
• Remillard , J. 2005 . Examining key concepts in research on teachers' use of mathematics curricula . Review of Educational Research , 75 : 211 – 246 .
   Web of Science ®Google Scholar
• Rosenholtz , S. J. 1985 . Effective schools: Interpreting the evidence . American Journal of Education , 93 : 352 – 388 .
   Web of Science ®Google Scholar
• Rosenholtz , S. J. 1989 . Teacher's workplace. New York : Longman. .
   Google Scholar
• Rowan , B. 1990 . “ Commitment and control: Alternative strategies for the organizational design of schools. ” . In Review of research in education Edited by: Cazden , C. Vol. 16 , 353 – 389 . Washington, DC : American Educational Research Association. .
   Google Scholar
• Schifter , D. 1995 . “ Teachers' changing conceptions of the nature of mathematics: Enactment in the classroom. ” . In Inquiry and the development of teaching: Issues in the transformation of mathematics teaching Edited by: Nelson , B. 17 – 25 . Newton, MA : Center for the Development of Teaching, Education Development Center. .
   Google Scholar
• Schifter , D. 1998 . Learning mathematics for teaching: From a teachers' seminar to the classroom . Journal of Mathematics Teacher Education , 1 : 55 – 87 .
   Google Scholar
• Schoenfeld , A. H. 2006 . “ Design experiments. ” . In Handbook of complementary methods in education research Edited by: Green , J. L. , Camilli , G. , Ellmore , P. B. and Skukauskaite , A. 193 – 206 . Washington, DC : American Educational Research Association. .
   Google Scholar
• Secada , W. G. and Adajian , L. B. 1997 . “ Mathematics teachers' change in the context of their professional communities. ” . In Mathematics teachers in transition Edited by: Fennema , E. and Scott , B. 193 – 219 . Mahwah, NJ : Erlbaum. .
   Google Scholar
• Shulman , L. S. 1986 . Those who understand: Knowledge growth in teaching . Educational Researcher , 15 ( 2 ) : 4 – 14 .
   Google Scholar
• Simon , M. A. 1995 . Reconstructing mathematics pedagogy from a constructivist perspective . Journal for Research in Mathematics Education , 26 : 114 – 145 .
   Web of Science ®Google Scholar
• Simon , M. A. 2000 . “ Research on the development of mathematics teachers: The teacher development experiment. ” . In Handbook of research design in mathematics and science education Edited by: Kelly , A. E. and Lesh , R. A. 335 – 359 . Mahwah, NJ : Erlbaum. .
   Google Scholar
• Simon , M. A. and Tzur , R. 1999 . Explicating the teacher's perspective from the researchers' perspective: Generating accounts of mathematics teachers' practice . Journal for Research in Mathematics Education , 30 : 252 – 264 .
   Web of Science ®Google Scholar
• Smith , J. P. 1996 . Efficacy and teaching mathematics by telling: A challenge for reform . Journal for Research in Mathematics Education , 27 : 387 – 402 .
   Web of Science ®Google Scholar
• Spillane , J. P. 2000 . Cognition and policy implementation: District policy-makers and the reform of mathematics education . Cognition and Instruction , 18 : 141 – 179 .
   Web of Science ®Google Scholar
• Spillane , J. P. 2005a . Distributed leadership. San Francisco : Jossey-Bass. .
   Google Scholar
• Spillane , J. P. 2005b . Primary school leadership practice: How the subject matters . School Leadership and Management , 25 : 383 – 397 .
   Google Scholar
• Spillane , J. P. , Halverson , R. and Diamond , J. B. April 1999 . “ Distributed leadership: Towards a theory of school leadership practice ” . In Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada April ,
   Google Scholar
• Spillane , J. P. , Halverson , R. and Diamond , J. B. 2001 . Towards a theory of leadership practice: Implications of a distributed perspective . Educational Researcher , 30 ( 3 ) : 23 – 30 .
   Google Scholar
• Star , S. L. and Griesemer , J. R. 1989 . Institutional ecology, “translations” and boundary objects: Amateurs and professionals in Berkeley's Museum of Vertebrate Zoology . Social Studies of Science , 19 : 387 – 420 .
   Web of Science ®Google Scholar
• Steffe , L. P. and Thompson , P. W. 2000 . “ Teaching experiment methodology: Underlying principles and essential elements. ” . In Handbook of research design in mathematics and science education Edited by: Kelly , A. and Lesh , R. 267 – 307 . Mahwah, NJ : Erlbaum. .
   Google Scholar
• Stein , M. K. and Brown , C. A. 1997 . “ Teacher learning in a social context: Integrating collaborative and institutional processes with the study of teacher change. ” . In Mathematics teachers in transition Edited by: Fennema , E. and Scott , B. 155 – 192 . Mahwah, NJ : Erlbaum. .
   Google Scholar
• Stein , M. K. and Kim , G. April 2006 . “ The role of mathematics curriculum in large-scale urban reform: An analysis of demands and opportunities for teacher learning ” . In Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA April ,
   Google Scholar
• Stein , M. K. and 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 : 50 – 80 .
   Google Scholar
• Stein , M. K. and Nelson , B. S. 2003 . Leadership content knowledge . Educational Evaluation and Policy Analysis , 25 : 423 – 448 .
   Web of Science ®Google Scholar
• Stein , M. K. , Silver , E. A. and Smith , M. S. 1998 . “ Mathematics reform and teacher development: A community of practice perspective. ” . In Thinking practices in mathematics and science learning Edited by: Greeno , J. G. and Goldman , S. V. 17 – 52 . Mahwah, NJ : Erlbaum. .
   Google Scholar
• Stein , M. K. , Smith , M. S. , Henningsen , M. A. and Silver , E. A. 2000 . Implementing standards-based mathematics instruction: A casebook for professional development. New York : Teachers College Press. .
   Google Scholar
• Stein , M. K. and Spillane , J. P. 2005 . “ Research on teaching and research on educational administration: Building a bridge. ” . In Developing an agenda for research on educational leadership Edited by: Firestone , B. and Riehl , C. 28 – 45 . Thousand Oaks, CA : Sage. .
   Google Scholar
• Stephan , M. , Bowers , J. and Cobb , P. Eds. . Supporting students' development of measuring conceptions: Analyzing students' learning in social context (Journal for Research in Mathematics Education Monograph No. 12). Reston, VA : National Council of Teachers of Mathematics . 2003
   Google Scholar
• Stokes , L. 2001 . “ Lessons from an inquiring school: Forms of inquiry and conditions for teacher learning. ” . In Teachers caught in the action: Professional development that matters Edited by: Lieberman , A. and Miller , L. 141 – 158 . New York : Teachers College Press. .
   Google Scholar
• Talbert , J. E. 1995 . “ Boundaries of teachers' professional communities in U.S. high schools: Power and precariousness of the subject department ” . In The subjects in question: Departmental organization and the high school Edited by: Siskin , L. S. and Little , J. W. 68 – 94 . New York : Teachers College Press. .
   Google Scholar
• Talbert , J. E. and McLaughlin , M. W. 1999 . “ Assessing the school environment: Embedded contexts and bottom-up research strategy. ” . In Measuring environment across the life span Edited by: Friedman , S. L. and Wachs , T. D. 197 – 226 . Washington, DC : American Psychological Association. .
   Google Scholar
• Ueno , N. 2000 . Ecologies of inscription: Technologies of making the social organization of work and the mass production of machine parts visible in collaborative activity . Mind, Culture, and Activity , 7 : 59 – 80 .
   Google Scholar
• Visnovska , J. 2009 . Supporting mathematics teachers' learning: Building on current instructional practices to achieve a professional development agenda Unpublished doctoral dissertation, Vanderbilt University, Nashville, TN.
   Google Scholar
• Visnovska , J. , Zhao , Q. and Gresalfi , M. April 2007 . “ Situating teaching in histories of participation: Two contrasting visions of teaching ” . In Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL April ,
   Google Scholar
• Warren , B. and Rosebery , A. S. 1995 . “ Equity in the future tense: Redefining relationships among teachers, students, and science in linguistic minority classrooms. ” . In New directions in equity for mathematics education Edited by: Secada , W. G. , Fennema , E. and Adajion , L. B. 298 – 328 . New York : Cambridge University Press. .
   Google Scholar
• Wenger , E. 1998 . Communities of practice. New York : Cambridge University Press. .
   Google Scholar
• Westheimer , J. 1998 . Among school teachers: Community, autonomy, and ideology in teachers' work. New York : Teachers College Press. .
   Google Scholar
• Wilson , S. M. and Berne , J. 1999 . “ Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. ” . In Review of research in education Edited by: Iran-Nejad , A. and Pearson , P. D. Vol. 24 , 173 – 209 . Washington, DC : American Educational Research Association. .
   Google Scholar
• Witziers , B. , Sleegers , P. and Imants , J. 1999 . Departments as teams: Functioning, variations and alternatives . School Leadership & Management , 19 : 293 – 304 .
   Google Scholar
• Zhao , Q. and Cobb , P. April 2007 . “ Towards a conceptualization of teachers' learning across the setting of professional development and the classroom ” . In Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL April ,
   Google Scholar