Journal ArticleDOI
Reconstructing Conceptions of Local Capacity: The Local Education Agency’s Capacity for Ambitious Instructional Reform
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In this article, the authors argue that the notion of local capacity needs to be rethought in light of the extraordinary demands for learning imposed on local educators by the current wave of instructional reforms.Abstract:
In this article, the authors argue that the notion of local capacity needs to be rethought in light of the extraordinary demands for learning imposed on local educators by the current wave of instructional reforms. Confining their discussion to the local education agency (LEA), the authors argue that the LEA’s capacity to support ambitious instruction consists to a large degree of LEA leaders’ ability to learn new ideas from external policy and professional sources and to help others within the district learn these ideas. Drawing on a study of nine school districts, they identify three interrelated dimensions of this capacity—human capital, social capital, and financial resources.read more
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What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation:
TL;DR: This article used a sample of 454 teachers engaged in an inquiry science program to examine the effects of different characteristics of professional development on teachers' knowledge and their ability to implement the program.
Journal ArticleDOI
A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform
TL;DR: In this paper, the authors examined the dynamic interplay among teacher identity, agency, and context as these affect how secondary teachers report experiencing professional vulnerability, particularly in terms of their abilities to achieve their primary purposes in teaching students.
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Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers
TL;DR: The authors presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political planes of the constructivist teaching experience.
Journal ArticleDOI
The Effects of Professional Development on Science Teaching Practices and Classroom Culture
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.
Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences. Revised. Final Deliverable to OERI.
TL;DR: In this article, the impact of structural, human, and social factors on the emergence of a school-based professional community and the extent to which such developments in turn promote learning and experimentation among faculty is examined.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
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Social Capital in the Creation of Human Capital
TL;DR: In this paper, the concept of social capital is introduced and illustrated, its forms are described, the social structural conditions under which it arises are examined, and it is used in an analys...
Book
The art of case study research
TL;DR: In this article, an intensive study of case study research methods is presented, focusing on the Unique Case Research Questions and the Nature of Qualitative Research Data Gathering Analysis and Interpretation Case Researcher Roles Triangulation.
Journal ArticleDOI
Situated Cognition and the Culture of Learning
TL;DR: Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.