The Impact of the Lead-Teacher Professional Learning Community Within the Rice University Mathematics Leadership Institute (MLI)

Authors: Jacqueline Sack, Ngozi Kamau

The presence of a knowledge community allows participant teachers to share and make public stories of their particular milieus. These external support structures enable the MLI teachers to grow professionally as leaders and ensure increased student achievement in their schools.

References:

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.

Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In G. Camilli, J. L. Green & P. Elmore (Eds.), Handbook of complementary methods in education research (3rd ed., pp. 477-487). Mahwah, NJ: Lawrence Erlbaum.

Craig, C. J. (1995). Knowledge communities: A way of making sense of how beginning teachers come to know in their professional knowledge contexts. Curriculum Inquiry, 25(2), 151-175.

MLI Website: http://nsfmli.rice.edu/