Pam Grossman

Bio: Pam Grossman is an academic researcher from Stanford University. The author has contributed to research in topics: Teacher education & Teaching method. The author has an hindex of 49, co-authored 101 publications receiving 16379 citations. Previous affiliations of Pam Grossman include University of Washington & University of Pennsylvania.

Who Leaves? Teacher Attrition and Student Achievement

Abstract: Almost a quarter of entering public-school teachers leave teaching within their first three years. High attrition would be particularly problematic if those leaving were the more able teachers. The goal of this paper is estimate the extent to which there is differential attrition based on teachers' value-added to student achievement. Using data for New York City schools from 2000-2005, we find that first-year teachers whom we identify as less effective at improving student test scores have higher attrition rates than do more effective teachers in both low-achieving and high-achieving schools. The first-year differences are meaningful in size; however, the pattern is not consistent for teachers in their second and third years. For teachers leaving low-performing schools, the more effective transfers tend to move to higher achieving schools, while less effective transfers stay in lower-performing schools, likely exacerbating the differences across students in the opportunities they have to learn.

Preparing practitioners to respond to resistance: a cross‐professional view

Abstract: Teaching depends upon relationships. Yet teaching is only one of a number of professions in which practice depends heavily upon the quality of human relationship between practitioners and their clients. To explore how other professions prepare professionals for the work of building and maintaining relationships, we embarked on a study that investigated the preparation of teachers, clergy, and clinical psychologists, all professions that engage in what we are calling ‘relational practices’. In this article, we explore how preparation programs in teaching and clinical psychology, in particular, teach novices to attend to relationships in their practice, focusing specifically on how novices are prepared to respond to various forms of resistance from those they seek to serve. Our analysis draws upon a subset of data from our larger study, including interviews, classroom observations, and observations of field experiences from visits to five professional preparation programs: three clinical psychology programs...

(Overview for a Digital Exhibition: Learning From the Practice of Teaching) Learning to Look Beyond the Boundaries of Representation: Using Technology to Examine Teaching

Abstract: One day in Yvonne Hutchinson's 9th grade classroom in Los Angeles in which students discussed A call to assembly. A t first glance, the video tape of one day in Yvonne Hutchinson's classroom showed work that was effortless. Hutchinson calmly moved around among the ninth-grade students while they went over their homework and discussed their reading of A Call to Assembly, an autobiography of the jazz musician and professor Willie Ruff. classroom as Hutchinson organized a group discussion, but soon the students began talking, calling on one another, responding to one another, referring to the text they were reading, and making connections to their own lives. Hutchinson casually interjected a comment or a question here or there, but for the most part, the students seemed to be talking about the book among themselves. From the perspective of the preservice teachers from the Stanford Teacher Education Program who were watching the video, Hutchinson's classroom provided a vision of the possible—an image of what a group discussion could look like. In some ways, however, the video also provided a vision of the impossible: How could these preservice teachers, many of whom had never seen or led a group discussion in their own teaching placements, produce or even approximate the teaching moves that Yvonne Hutchinson had cultivated over a career of more than 30 years? For teacher educators and the novice teachers they seek to support, these kinds of representations of teaching provide a dual challenge: These viewers need to be able to see what is there and to see what is not; they need to be able to analyze the many elements of teaching and learning that are captured in video and other media, but they also need to have a sense of what those representations fail to capture—crucial details that might be obscured, larger contexts in which work may be situated, overarch-ing purposes, histories, and long-term relationships invisible in daily interactions (Ball & Lampert, 1999). Part of this challenge involves the difficulty of analyzing the highly complex practice of leading a rich discussion. Leading a classroom discussion involves multiple Homepage of a Web site documenting a unit in Pam Grossman and Christa Compton's teacher education course Curriculum & Instruction in Secondary English. The unit uses Hutchinson's website as a central " text " for learning to lead discussions (2003). components, including establishing norms for participation , assisting students in engaging in …

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

Experience and Education.

Abstract: 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.

Content Knowledge for Teaching: What Makes It Special?

Abstract: This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of p...