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Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District

The Department of Teaching and Learning, Vanderbilt University, Box 330 Peabody College, 1930 South Drive, Nashville, TN 37203; paul.cobb{at}vanderbilt.edu. His research interests include classroom instructional design and analysis, the development of professional teaching communities, the institutional setting of teaching, and issues of diversity and equity as they play out in the mathematics classroom

Kay McClain, assistant professor of mathematics education

The Department of Teaching and Learning, Vanderbilt University, Box 330 Peabody College, 1930 South Drive, Nashville, TN 37203; kay.mcclain{at}vanderbilt.edu. Her research interests include a focus on teacher change. In particular, she is researching the development and refinement of trajectories for teacher change in the context of professional teaching communities and the means of support for that change, including tools and artifacts

Teruni de Silva Lamberg, research associate

The Department of Teaching and Learning, Vanderbilt University, Box 330 Peabody College, 1930 South Drive, Nashville, TN 37203; teruni.d.lamberg{at}vanderbilt.edu. Her research interests include institutional context, teacher education, and children’s mathematical thinking

Chrystal Dean, research assistant

The Department of Teaching and Learning, Vanderbilt University, Box 330 Peabody College, 1930 South Drive, Nashville, TN 37203; chrystal.dean{at}vanderbilt.edu. Her research interests include supporting the development and learning of professional mathematics teaching communities

In this article, we describe an analytic approach for situating teachers’ instructional practices within the institutional settings of the schools and school districts in which they work. In doing so, we draw on an ongoing collaboration with a group of teachers in an urban school district to illustrate both the approach and its usefulness in guiding the development of analyses that feedback to inform such collaborations. The approach involves delineating communities of practice within a school or district and analyzing three types of interconnections between them that are based on boundary encounters, brokers, and boundary objects.

Educational Researcher, Vol. 32, No. 6, 13-24 (2003)
DOI: 10.3102/0013189X032006013


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