(Montana State University - Bozeman, College of Education, Health & Human Development, 2006) Nelson, Karma Grace; Chairperson, Graduate Committee: Jayne Downey
This study documents the development of a professional learning community [Math Inquiry Group] of mathematics teachers from schools on or near the Crow and Northern Cheyenne reservations in Southeast Montana (referred to in this study as the bounded system) using an approach referred to as ALRR (Ask, Listen, Respond and Reflect). It adds to the current body of literature identifying professional learning communities as a recommended method to improve classroom practice and close achievement gaps in mathematics. Although much has been written about professional learning communities within a given school or district, there is little advice for those wishing to develop a professional learning community across schools. Teachers and administrators in the bounded system were committed to improving student learning in mathematics but struggled to do so within the context of high student mobility rates and a serious lack of consistent curricular material.
