Authors’ findings suggest that politicians and bureaucrats must consider the implications of educational reform on the organizational culture of schools, asking whether reforms enhance schools’ cultures, thereby making them more accessible to a diverse group of students. Educational reform should be based on the premise that educators have multiple types of resources to use when teaching their students; schools’ organizational cultures is one such resource The No Child Left Behind Act makes it difficult for schools to develop collective pedagogical teacher cultures because it increases competition among teachers while simultaneously reducing trust and morale. This is incompatible with the development of collective pedagogical teacher cultures. Reformers must address this issue to more effectively reduce achievement gaps, the authors contend.
Citation: Moller, Stephanie, Mickelson, Roslyn Arlin, Stearns, Elizabeth, Banerjee, Neena and Bottia, Martha Cecilia (2013). “Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status.” Sociology of Education. Boston, MA.