Productive collaboration norms in mathematics PLC fall into three categories, with trust norms acting as prerequisites for critical inquiry, and develop over time¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In schools where collaboration norms were established, productive norms belonged to three categories: supporting active participation, reflection and critical inquiry; supporting open communication and trust; and directing teachers' attention towards an object, with trust norms acting as prerequisites for critical inquiry. → Harvey 2022 q2 i? Several reviewed studies concluded that productive norms develop over time, and even studies not drawing this conclusion described behavioral changes suggesting time is crucial. → Harvey 2022 (2)

Evidence¶

Harvey 2022¶

Harvey, F., & Teledahl, A. (2022). Characteristics of Professional Learning Communities in Mathematics: A Systematic Review. Mathematics Teacher Education and Development, 24(1), 72–95. https://eric.ed.gov/?id=EJ1361397

q2 · i? · review · r2

Synthesis across the reviewed studies of norms in schools where collaboration was already established. The review reports that "Critical inquiry and reflection require trust and an openness to new ideas", and that criticality must be directed at developing practices rather than at other teachers.

"The norms in the second category act ed as prerequisites for the first category . Critical inquiry and reflection require trust and an openness to new ideas."

Harvey 2022 (2)¶

Harvey, F., & Teledahl, A. (2022). Characteristics of Professional Learning Communities in Mathematics: A Systematic Review. Mathematics Teacher Education and Development, 24(1), 72–95. https://eric.ed.gov/?id=EJ1361397

q2 · i? · review · r2

Cross-study synthesis of norm development. The review states that "productive norms develop over time" in several studies, and that even other studies described changes in teachers' behavior over time, suggesting time is a crucial factor in establishing productive norms.

"Several studies conclude d that productive norms develop over time (Borko et al., 2008; Brantlinger et al., 2011; Gee & Whaley, 2016; Hauge & Norenes, 2009; Lesseig, 2015; Slavit et al., 2011)."

Studies bearing on this claim¶

What conditions make a community productive: norms, trust, leadership, active participation? This table gathers the studies behind this claim and the 8 narrower claims that bear on it: 6 distinct studies (3 qualitative, 1 review, 1 associational, 1 design), q1–q2, 1 of 6 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Collaborative situations often fail to be productive in practice, so orchestrating collaboration is not simple — the general claim this finding bears on, with the studies behind it
• In one narrative inquiry, boundary crossing collaboration between a mathematics education researcher and an informal educator created a space for a new understanding of mathematics as normal human practice — related
• Disagreements within a PLC can catalyze teacher learning rather than impede it — related
• PLC in mathematics in prior research pursue three distinct objects, with developing teachers' repertoire of teaching actions the most common — related
• Participation in mathematics PLC changed teachers' collaboration norms, understanding of mathematics and its teaching, and ability to design and carry out teaching — related
• Reported PLC outcomes frequently do not correspond with the stated object; complete object–outcome correspondence appeared in only three studies — related
• A preschool teacher's professional growth in guiding children's mathematical learning was identified in three areas: recognizing demonstrated understanding, using mathematical language, and systematic assessment — related
• Barriers to situated learning fall into three categories: the traditional school system, the traditional educational approach, and teacher training and practice — related
• Teacher resistance as an exercise of teacher agency is a fundamental challenge to current PLC formulations — related
• Key officials describe a shift from a punitive top-down accountability approach to a collaborative, improvement-focused model that fostered trust and communication — related
• Consistent participation in a cross-grade, cross-school professional learning community supported PKTP implementation and teacher learning — related
• Consultation with trusted colleagues offered new interpretations of a student's behavior, lessening a teacher's emotional labor and shifting her from surface acting to deep acting (Linda case) — related
• Active participation in a community has a more significant impact on learning than mere membership — related
• The quality of inter-group interactions shifted from brief, superficial exchanges to long, detailed, collaborative discussions as community norms were negotiated — related
• SCMD activity systems exhibit three categories of rules and four types of participant roles — related