Journal ArticleDOI
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools
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TLDR
This paper conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning and found that stable school-based settings, distributed leadership, and explicit protocols are key to effective teacher teams.Abstract:
The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using explicit protocols for grade-level meetings. Phase 1 produced no differences in achievement between experimental and comparable schools. During Phase 2, experimental group scores improved at a faster rate than at comparable schools and exhibited greater achievement growth over 3 years on state-mandated tests and an achievement index. Stable school-based settings, distributed leadership, and explicit protocols are key to effective teacher teams. The long-term sustainability of teacher teams depends on coherent and aligned district policies and practices.read more
Citations
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Teacher collaboration: A systematic review
TL;DR: In this paper, a systematic review on teacher collaboration is presented, where the authors provide an overview of the terminological framework to describe teacher collaboration used in previous research and investigate the focus and depth of collaboration.
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Teacher Collaboration in Instructional Teams and Student Achievement.
TL;DR: This article found that teachers and schools that engage in better quality collaboration have better achievement gains in math and reading, and teachers improve at greater rates when they work in schools with better collaboration quality.
Journal ArticleDOI
Research on Data Use: A Framework and Analysis
TL;DR: In this article, the authors put forward a framework for understanding the phenomenon of data use in the context of data-use interventions, drawing on existing research and theory to identify key dimensions of data usage that we should attend to.
Journal Article
How Do Principals Really Improve Schools
Richard DuFour,Mike Mattos +1 more
TL;DR: For example, No Child Left Behind admonished educators to use ''scientific, research-based strategies'' to ensure that all students learn as mentioned in this paper, and Race to the Top requires educators to employ ''research-based school improvement models''.
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Tracing the Effects of Teacher Inquiry on Classroom Practice.
TL;DR: In this article, the authors used video tape and participant observation to document an American high school teacher workgroup's experience with collaborative teacher inquiry and monitor changes in practice through two cycles of instructional planning, classroom implementation, and reflective analysis.
References
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Journal ArticleDOI
The fifth discipline - the art and practice of the learning organization
TL;DR: Senge's Fifth Discipline is a set of principles for building a "learning organization" as discussed by the authors, where people expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nutured, where collective aspiration is set free, and where people are contually learning together.
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The New Meaning of Educational Change
TL;DR: In this paper, the authors present a brief history of educational change at the local and national level, and discuss the causes and problems of implementation and continuation of change at both the local level and the national level.
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The reflective practitioner
TL;DR: In this paper, a reflection cycle and guiding questions are designed to assist licensure candidates in the reflection process and enable them to better understand the process and address the question; "How does this piece of evidence demonstrate my knowledge and skill level in this activity?".
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What Makes Professional Development Effective? Results From a National Sample of Teachers
TL;DR: The authors used a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning, and found that content knowledge, opportunities for active learning and coherence with other learning activities significantly affect teacher learning.
Journal Article
Effective Schools for the Urban Poor
TL;DR: In this paper, the authors apply a simple sense of fairness in the dis tribution of the primary goods and services that characterize our social order to public education and show that to achieve greater equity in public education requires public policy that begins by making the poor less poor and ends by making them not poor at all.