Jonathan A. Supovitz

TL;DR: This article examined the relationship between professional development and the reformers' vision of teaching practice, and found that the quantity of professional development in which teachers participate is strongly linked with both inquiry-based teaching practice and investigative classroom culture.

TL;DR: This paper examined the effects of principal leadership and peer teacher influence on teachers' instructional practice and student learning using teacher survey and student achievement data from a mid-sized urban southeastern school district in the United States in 2006-2007.

TL;DR: In this article, the authors used multiple sources of data from a 4-year evaluation of a team-based schooling initiative in a medium-sized urban district and found that although these types of organizational reforms may succeed in improving the culture within which teachers teach, they alone are unlikely to improve instruction and student learning.

TL;DR: In this article, the authors examined the scope of principal efforts to improve instruction, which refers to the extent to which principals target or distribute their instructionally oriented work with teachers, using data from principal web logs and teacher surveys conducted in 51 schools in an urban southeastern district, and developed models to examine not only differences in average instructional change at the school level but also variability in instructional change across teachers within schools.

TL;DR: In this paper, the authors have wagered heavily on systemically reforming science and mathematics education through inquiry-based instructional approaches, and the results show that the reform effort was successful.