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Battey, Dan; Franke, Megan L. – Teacher Education Quarterly, 2008
Despite the prevalence of professional development in schools and the variability in its implementation, little research has been conducted on how professional development makes its way into the classroom. Even when teachers participate in high-quality professional development, there remains a large and often undocumented variability in how…
Descriptors: Teacher Improvement, Comparative Analysis, Mathematics Teachers, Professional Development
Quartz, Karen Hunter; Priselac, Jody; Franke, Megan Loef – Equity & Excellence in Education, 2009
This article describes how one university-based center, UCLA's Center X, has worked to prepare and sustain urban educators over the past 16 years. Synthesizing findings from more than 20 articles, papers, books, and dissertations that report on Center X's work, we argue that three key activities are necessary to spur change and ensure a…
Descriptors: Social Justice, Urban Schools, Educational Change, Research Reports
Webb, Noreen M.; Franke, Megan L.; Ing, Marsha; Chan, Angela; De, Tondra; Freund, Deanna; Battey, Dan – Contemporary Educational Psychology, 2008
Prior research on collaborative learning identifies student behaviors that significantly predict student achievement, such as giving explanations of one's thinking. Less often studied is the role of teachers' instructional practices in collaboration among students. This article investigates the extent to which teachers engage in practices that…
Descriptors: Student Behavior, Academic Achievement, Cooperation, Teaching Methods