Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
School reform efforts have focused on the development of professionally enriching work groups for teachers as a vehicle for improving student achievement. This study examines the impact of school professional community on the intellectual quality of student performance (assessed using authentic meas...
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Veröffentlicht in: | American journal of education 1998-08, Vol.106 (4), p.532-575 |
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description | School reform efforts have focused on the development of professionally enriching work groups for teachers as a vehicle for improving student achievement. This study examines the impact of school professional community on the intellectual quality of student performance (assessed using authentic measures) and on two dimensions of classroom organization, the technical (measured as authentic pedagogy) and the social (measured as social support for achievement). Employing quantitative (multilevel) and qualitative analytic methods, we show that in 24 nationally selected, restructuring elementary, middle, and high schools professional community is strongly associated with these dimensions of classroom organization. Both professional community and social support for achievement have a positive relationship to student performance, but the strength of their association with authentic pedagogy accounts for that effect. |
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Employing quantitative (multilevel) and qualitative analytic methods, we show that in 24 nationally selected, restructuring elementary, middle, and high schools professional community is strongly associated with these dimensions of classroom organization. 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Teachers' Work and Student Experiences in Restructuring Schools</atitle><jtitle>American journal of education</jtitle><date>1998-08-01</date><risdate>1998</risdate><volume>106</volume><issue>4</issue><spage>532</spage><epage>575</epage><pages>532-575</pages><issn>0195-6744</issn><eissn>1549-6511</eissn><coden>AJEDDT</coden><abstract>School reform efforts have focused on the development of professionally enriching work groups for teachers as a vehicle for improving student achievement. This study examines the impact of school professional community on the intellectual quality of student performance (assessed using authentic measures) and on two dimensions of classroom organization, the technical (measured as authentic pedagogy) and the social (measured as social support for achievement). 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subjects | Academic achievement Communities Community schools Education reform Educational Change Educational Environment Educators Elementary Schools Elementary Secondary Education High school students High Schools Middle Schools Organization Pedagogy Professional Community Professional Development Professional schools Qualitative Research School Restructuring Schools Social Support Groups Students Teacher Attitudes Teachers Teaching Methods Urban Schools |
title | Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools |
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