Chapter 5: Toward A More Refined Theory of School Effects: A Study of the Relationship Between Professional Community and the Teaching of Mathematics in Early Elementary School

This study uses nationally representative data from the Early Childhood Longitudinal Study (ECLS) to refine a theory of professional community. Specifically, the study examines how professional community influences mathematics instruction in kindergarten and first grade by (1) distinguishing structural from social-psychological aspects of professional community, (2) dividing structural aspects of professional community into leadership and interactive activities, and then (3) applying these distinctions to the theoretical underpinnings of a commitment and control framework in organizations. Results support the hypotheses that collaboration and professional development foster more challenging mathematics instruction, and mediate the relationship between leadership and mathematics instruction. There is little support for the hypothesis that social-psychological professional community mediates the relationship of collaboration and professional development with mathematics instruction. Implications for theories about the relationship between professional community and mathematics instruction are discussed.