Title

The Trials of a Poor Middle School Trying to Catch Up In Mathematics - Teachers' Multiple Communities of Practice and the Boundary Encounters

Document Type

Article

Publication Date

8-1-2007

Department

Educational Studies and Research

Abstract

This article details a 5-year evolution of a middle school mathematics faculty serving predominantly economically at-risk students. Faculty members worked to improve students' mathematics test scores, used a scripted curriculum, and integrated National Council of Teachers of Mathematics (NCTM) standards-based activities. Schools nationwide are transforming with the No Child Left Behind legislation, accountability mandates, and the NCTM standards. The demands on these teachers are typical of high-stakes systems. Drawing on Lave and Wenger's "community of practice" and Cobb, McClain, Lamberg, and Chrystal's extension, this article describes how teachers accommodate to the process of change and the group dynamics encountered within a school structure.

Publication Title

Education and Urban Society

Volume

39

Issue

4

First Page

554

Last Page

583