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ERIC Number: ED448154
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 45
Abstractor: N/A
Reference Count: N/A
Teachers' Professional Development in the Context of High School Reform: Findings from a Three-Year Study of Restructuring Schools.
Little, Judith Warren
This paper examines the demands on teachers' knowledge, attitudes, and practice associated with reforms commonly attempted in high schools and the corresponding opportunities for teacher development. Data come from a study of comprehensive school reform to illuminate the degree of fit between high school reform agendas and teachers' professional demands and opportunities. The paper examines two issues: the contribution of professional development to a school's capacity for reforms targeted at teaching and learning and how working in a reform-active environment affects teachers' practice and commitment. Section 1 examines high school traditions and reforms (the California School Restructuring Demonstration Program and the School Restructuring Study). Section 2 discusses student experience in the restructuring schools and why teacher development matters. Section 3 highlights restructured learning conditions. Section 4 presents three cases of restructuring schools, focusing on reform and professional development. Section 5 examines contributions of professional development in the context of whole school reform, highlighting: reform focus and the value attached to professional development, reform goals and the magnitude of change for individual teachers, the significance of professional community, and the role of administrator and teacher leadership. (Contains 42 references.) (SM)
For full text:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Partnership for Excellence and Accountability in Teaching, Washington, DC.
Identifiers - Location: California