자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index

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Preventing reading difficulties in young children

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.

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What Makes Professional Development Effective? Results From a National Sample of Teachers

School‐level conditions and school leadership, in particular, are key issues in efforts to change instruction. While new organizational structures and new leadership roles matter to instructional innovation, what seems most critical is how leadership practice is undertaken. Yet, the practice of school leadership has received limited attention in the research literature. Building on activity theory and theories of distributed cognition, this paper develops a distributed perspective on school leadership as a frame for studying leadership practice, arguing that leadership practice is constituted in the interaction of school leaders, followers, and the situation.

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Towards a theory of leadership practice: a distributed perspective

Education policy faces a familiar public policy challenge: Local implementation is difficult. In this article we develop a cognitive framework to characterize sense-making in the implementation process that is especially relevant for recent education policy initiatives, such as standards-based reforms that press for tremendous changes in classroom instruction. From a cognitive perspective, a key dimension of the implementation process is whether, and in what ways, implementing agents come to understand their practice, potentially changing their beliefs and attitudes in the process. We draw on theoretical and empirical literature to develop a cognitive perspective on implementation. We review the contribution of cognitive science frames to implementation research and identify areas where cognitive science can make additional contributions.

https://www.jstor.org/stable/info/3515992

Policy Implementation and Cognition: Reframing and Refocusing Implementation Research

actions, and interactions of school leadership as they unfold together in the daily life of schools. The research program involves in-depth observations and interviews with formal and informal leaders and classroom teachers as well as a social network analysis in schools in the Chicago metropolitan area. We outline the distributed framework below, beginning with a brief review of the theoretical underpinnings for this work—distributed cognition and activity theory—which we then use to re-approach the subject of leadership practice. Next we develop our distributed theory of leadership around four ideas: leadership tasks and functions, task enactment, social distribution of task enactment, and situational distribution of task enactment. Our central argument is that school leadership is best understood as a distributed practice, stretched over the school’s social and situational contexts.

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Investigating School Leadership Practice: A Distributed Perspective

This paper considers the interplay of teachers' capacity and will to reconstruct their mathematics practice with teachers' incentives and opportunities to learn as these are mobilized by the school system and agencies beyond the formal system. Comparing those teachers in the study who had changed the core of their practice substantially with those teachers who had not, it is argued that teachers' zones of enactment play a crucial role in their implementation of instructional reform. The zones of enactment of those teachers who had changed the core of their practice are characterized and it is conjectured that the extent to which teachers revise their practice will depend on the characteristics of their zones of enactment.

External reform initiatives and teachers' efforts to reconstruct their practice: The mediating role of teachers' zones of enactment

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James P. Spillane

Papers

Towards a theory of leadership practice: a distributed perspective

Policy Implementation and Cognition: Reframing and Refocusing Implementation Research

Investigating School Leadership Practice: A Distributed Perspective

External reform initiatives and teachers' efforts to reconstruct their practice: The mediating role of teachers' zones of enactment

Distributed leadership through the looking glass