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Creators/Authors contains: "Nyugen, Phi"

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  1. ; ; (, Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D; Johnson, K; Spitzer, S M (Ed.)
    In this paper we examine how teachers who are pursuing their Elementary Mathematics Specialist certification—Elementary Mathematics Specialists in Training (EMSTs)—are positioned in their advice and information networks for mathematics. We analyzed the instructional networks of six elementary schools in one Midwestern school district. Our analysis suggests that EMSTs did occupy central positions in their networks. EMSTs were sought out by more individuals compared to other teachers, and when sought out by others, provided advice and information at a greater frequency than formal leaders. We also considered the school’s informal and formal structure, finding that EMSTs’ positioning was related to the broader school’s information seeking behavior and whether there is a math-specific formal leader 
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