ERIC Number: ED432771
Record Type: Non-Journal
Publication Date: 1999
Interactions between Central Office Language Arts Administrators and Exemplary English Teachers, and the Impact on Student Performance. CELA Research Report. Case Study Number 12003.
A case study, part of a larger 5-year Excellence in English (EIE) research project, focused on the Dade County (Florida) School District's Division of Language Arts/Reading. Over a 2-year period, four middle and high school English programs in Dade County were studied as part of the EIE project; this part of the project focused on the professional lives of teachers and the practices that support student achievement, specifically describing the interactions between teachers and language arts/reading administrators in the Dade County schools. The study was carried out over one school year, September 1997 through June 1998. Results indicated that in the search for the philosophical base for interactions, three themes emerged: knowing what the research says and sharing it; knowing and staying grounded in the classroom through ongoing dialogues and interactions; and knowing what is good for students and teachers and having a passion for doing it. Data showed that administrators support language arts/reading teachers in four important ways: by bringing experts to the teachers; by seeing the teachers as experts; by developing expertise together through professional dialogues and workshops; and by letting the teachers know they are special. Comments of teachers and students give a sense of the positive impact of the interactions between the central office and teachers and students; assessments used in the district and across the state give a measurable sense of impact of these interactions on teaching and learning. (Contains 8 tables of data and 18 references.) (NKA)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; National Inst. on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.