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ERIC Number: ED429265
Record Type: Non-Journal
Publication Date: 1998-Jun-8
Pages: 36
Abstractor: N/A
Reference Count: N/A
Content-Driven Instructional Reform in Community School District #2. High Performance Learning Communities Project.
Stein, Mary Kay; D'Amico, Laura
By building upon earlier studies of District 2 (Elmore and Burney, 1996, 1997) which have focused on the ways in which members of the district leadership community interact and learn from one another, this paper investigates the ways in which teachers think about, implement, and learn new instructional practices in District 2 classrooms. The paper begins with a description of the approach to literacy instruction that has been developed by district leadership, the Balanced Literacy Program, and the manner in which district leaders communicate expectations and provide support to teachers as they attempt to implement the program. It then examines how the program is actually being enacted in sample district classrooms, including the ways in which teachers appear to be interpreting what is expected of them by the district. The paper next explores the reasons behind variations in how teachers implement literacy, including the impact of school cultures and teacher comprehension of the Balanced Literacy program. It concludes with a discussion of the ways in which a more explicit articulation of teaching and teacher learning issues could be developed to complement the district's existing articulation of their systemic strategy of educational reform. Includes 14 notes, 2 figures, and a table of data. An appendix explains research methodology. (NKA)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.