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...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:American journal of education 1998-08, Vol.106 (4), p.532-575
Hauptverfasser: Louis, Karen Seashore, Marks, Helen M.
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 575
container_issue 4
container_start_page 532
container_title American journal of education
container_volume 106
creator Louis, Karen Seashore
Marks, Helen M.
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.
doi_str_mv 10.1086/444197
format Article
fullrecord <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_journals_223981848</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ576587</ericid><jstor_id>1085627</jstor_id><sourcerecordid>1085627</sourcerecordid><originalsourceid>FETCH-LOGICAL-c318t-a14c27da68d4b15884d2b954ceb65b001f192cd01afb93ddc948f373ea0372f43</originalsourceid><addsrcrecordid>eNp1kEtLAzEUhYMoWF-_wEVQ0NVo7uQxmZWUWl8UFB-4HDKZxE5tJzXJgP33RirixtVdnI_DuR9CB0DOgEhxzhiDsthAA-CszAQH2EQDAiXPRMHYNtoJYUYIgCT5AH1cOhPwg3fWhNC6Ts3xyC0WfdfGFR5aa3TEcWrwaK5C8M4tLvCzUXpqfDjFr86_Y9U1-Cn2jekiHn8ujW9Np1Nn2-FHE6Lvdex9273hJz11bh720JZV82D2f-4uerkaP49ussn99e1oOMk0BRkzBUznRaOEbFgNXErW5HXJmTa14HXab6HMdUNA2bqkTaNLJi0tqFGEFrlldBcdrXuX3n30aUk1c71PD4Yqz2kpQTKZoOP_IBCSSs4FpYk6WVPau2TB2Grp24XyqwpI9e28WjtP4OEaTBb0LzS-44Xg8k88C9H5PyWSi7ygX9mchcM</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1683855633</pqid></control><display><type>article</type><title>Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools</title><source>PAIS Index</source><source>Periodicals Index Online</source><source>JSTOR Archive Collection A-Z Listing</source><source>EBSCOhost Education Source</source><creator>Louis, Karen Seashore ; Marks, Helen M.</creator><creatorcontrib>Louis, Karen Seashore ; Marks, Helen M.</creatorcontrib><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.</description><identifier>ISSN: 0195-6744</identifier><identifier>EISSN: 1549-6511</identifier><identifier>DOI: 10.1086/444197</identifier><identifier>CODEN: AJEDDT</identifier><language>eng</language><publisher>Chicago: The University of Chicago Press</publisher><subject>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</subject><ispartof>American journal of education, 1998-08, Vol.106 (4), p.532-575</ispartof><rights>Copyright 1998 The University of Chicago</rights><rights>Copyright University of Chicago, acting through its Press Aug 1998</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c318t-a14c27da68d4b15884d2b954ceb65b001f192cd01afb93ddc948f373ea0372f43</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/1085627$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/1085627$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27866,27869,27924,27925,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ576587$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Louis, Karen Seashore</creatorcontrib><creatorcontrib>Marks, Helen M.</creatorcontrib><title>Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools</title><title>American journal of education</title><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.</description><subject>Academic achievement</subject><subject>Communities</subject><subject>Community schools</subject><subject>Education reform</subject><subject>Educational Change</subject><subject>Educational Environment</subject><subject>Educators</subject><subject>Elementary Schools</subject><subject>Elementary Secondary Education</subject><subject>High school students</subject><subject>High Schools</subject><subject>Middle Schools</subject><subject>Organization</subject><subject>Pedagogy</subject><subject>Professional Community</subject><subject>Professional Development</subject><subject>Professional schools</subject><subject>Qualitative Research</subject><subject>School Restructuring</subject><subject>Schools</subject><subject>Social Support Groups</subject><subject>Students</subject><subject>Teacher Attitudes</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Urban Schools</subject><issn>0195-6744</issn><issn>1549-6511</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1998</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><sourceid>7TQ</sourceid><recordid>eNp1kEtLAzEUhYMoWF-_wEVQ0NVo7uQxmZWUWl8UFB-4HDKZxE5tJzXJgP33RirixtVdnI_DuR9CB0DOgEhxzhiDsthAA-CszAQH2EQDAiXPRMHYNtoJYUYIgCT5AH1cOhPwg3fWhNC6Ts3xyC0WfdfGFR5aa3TEcWrwaK5C8M4tLvCzUXpqfDjFr86_Y9U1-Cn2jekiHn8ujW9Np1Nn2-FHE6Lvdex9273hJz11bh720JZV82D2f-4uerkaP49ussn99e1oOMk0BRkzBUznRaOEbFgNXErW5HXJmTa14HXab6HMdUNA2bqkTaNLJi0tqFGEFrlldBcdrXuX3n30aUk1c71PD4Yqz2kpQTKZoOP_IBCSSs4FpYk6WVPau2TB2Grp24XyqwpI9e28WjtP4OEaTBb0LzS-44Xg8k88C9H5PyWSi7ygX9mchcM</recordid><startdate>19980801</startdate><enddate>19980801</enddate><creator>Louis, Karen Seashore</creator><creator>Marks, Helen M.</creator><general>The University of Chicago Press</general><general>University of Chicago Press</general><general>University of Chicago, acting through its Press</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>EOLOZ</scope><scope>FKUCP</scope><scope>IBDFT</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7TQ</scope><scope>DHY</scope><scope>DON</scope></search><sort><creationdate>19980801</creationdate><title>Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools</title><author>Louis, Karen Seashore ; Marks, Helen M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c318t-a14c27da68d4b15884d2b954ceb65b001f192cd01afb93ddc948f373ea0372f43</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1998</creationdate><topic>Academic achievement</topic><topic>Communities</topic><topic>Community schools</topic><topic>Education reform</topic><topic>Educational Change</topic><topic>Educational Environment</topic><topic>Educators</topic><topic>Elementary Schools</topic><topic>Elementary Secondary Education</topic><topic>High school students</topic><topic>High Schools</topic><topic>Middle Schools</topic><topic>Organization</topic><topic>Pedagogy</topic><topic>Professional Community</topic><topic>Professional Development</topic><topic>Professional schools</topic><topic>Qualitative Research</topic><topic>School Restructuring</topic><topic>Schools</topic><topic>Social Support Groups</topic><topic>Students</topic><topic>Teacher Attitudes</topic><topic>Teachers</topic><topic>Teaching Methods</topic><topic>Urban Schools</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Louis, Karen Seashore</creatorcontrib><creatorcontrib>Marks, Helen M.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 01</collection><collection>Periodicals Index Online Segment 04</collection><collection>Periodicals Index Online Segment 27</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access &amp; Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access &amp; Build (Plan A) - APAC</collection><collection>Primary Sources Access &amp; Build (Plan A) - Canada</collection><collection>Primary Sources Access &amp; Build (Plan A) - West</collection><collection>Primary Sources Access &amp; Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - Midwest</collection><collection>Primary Sources Access &amp; Build (Plan A) - North Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>PAIS Index</collection><collection>PAIS International</collection><collection>PAIS International (Ovid)</collection><jtitle>American journal of education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Louis, Karen Seashore</au><au>Marks, Helen M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ576587</ericid><atitle>Does Professional Community Affect the Classroom? 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). 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.</abstract><cop>Chicago</cop><pub>The University of Chicago Press</pub><doi>10.1086/444197</doi><tpages>44</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0195-6744
ispartof American journal of education, 1998-08, Vol.106 (4), p.532-575
issn 0195-6744
1549-6511
language eng
recordid cdi_proquest_journals_223981848
source PAIS Index; Periodicals Index Online; JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source
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
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-04T15%3A38%3A59IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Does%20Professional%20Community%20Affect%20the%20Classroom?%20Teachers'%20Work%20and%20Student%20Experiences%20in%20Restructuring%20Schools&rft.jtitle=American%20journal%20of%20education&rft.au=Louis,%20Karen%20Seashore&rft.date=1998-08-01&rft.volume=106&rft.issue=4&rft.spage=532&rft.epage=575&rft.pages=532-575&rft.issn=0195-6744&rft.eissn=1549-6511&rft.coden=AJEDDT&rft_id=info:doi/10.1086/444197&rft_dat=%3Cjstor_proqu%3E1085627%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1683855633&rft_id=info:pmid/&rft_ericid=EJ576587&rft_jstor_id=1085627&rfr_iscdi=true