NotesFAQContact Us
Search Tips
ERIC Number: ED412634
Record Type: Non-Journal
Publication Date: 1996-Sep-25
Pages: 51
Abstractor: N/A
Reference Count: N/A
Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools.
Louis, Karen Seashore; Marks, Helen
A study examined the impact of school professional community on the intellectual quality of student achievement (authentic achievement) and the relationship of professional community to the technical and social organization of the classroom, including the mediating relationship of these classroom organizational features on authentic achievement. Professional community is a school organizational structure with an intellectually directed culture typified by shared values, focus on student learning, collaboration, deprivatized practice, and reflective dialogue. Data were collected as part of the School Restructuring Study of the Center on Organization and Restructuring of Schools. Eight elementary, eight middle, and eight high schools were selected. Surveys were completed by 910 teachers, and the instructional practices of 144 teachers were studied according to a view of authentic pedagogy. School professional community was found to be most characteristic of elementary schools and least characteristic of high schools. Findings strongly support the conceptual model posited, that the organization of teachers' work in ways that promote professional community has significant effects on the organization of classrooms for learning and the academic performance of students. Professional community among teachers was associated with both authentic pedagogy and social support for achievement among students. Appendixes discuss the construction of study variables and correlations among variables. (Contains 2 figures, 3 tables, and 75 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center on Organization and Restructuring of Schools, Madison, WI.; Wisconsin Center for Education Research, Madison.