ERIC Number: ED459157
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Professional Communities and the Work of High School Teaching.
McLaughlin, Milbrey W.; Talbert, Joan E.
This book is about teachers' professional communities in U.S. high schools at the end of the 20th century and the significant differences in their response to the challenges of teaching. It describes how the work of teaching differed across three distinct types of communities found and high schools and subject departments studied in the early 1990s. It is based on 4 years of research in California and Michigan schools documenting teachers' work and perceptions of context through observations, interviews, and surveys. It argues that most contexts (schools, departments, and communities) significantly influence how well teachers perform in the classroom and how satisfied they are professionally. The findings show that departmental cultures play a crucial role in classroom settings and expectations. Six chapters focus on: (1) "Introduction: Contexts of High School Teaching"; (2) "High School Teachers' Classroom Practice"; (3) "Communities of Teaching Practice"; (4) "Communities and Teaching Careers"; (5) "Teacher Communities in Embedded System Contexts"; and (6) "High School Teaching in the Twenty-First Century." The three appendixes present a discussion on integrating theory and methods in research on teachers' work, the research sample, and teacher survey data. (Contains 147 references.) (SM)
Descriptors: Context Effect, Educational Change, Educational Environment, School Culture, Secondary Education, Secondary School Teachers, Teacher Collaboration, Teacher Competencies, Teaching (Occupation), Teaching Skills
University of Chicago Press, Chicago, IL 60637 (cloth: ISBN-0-226-50070-5, $38; paper: ISBN-0-226-50071-3, $16. Web site: http://w;ww.press.uchicago.edu.
Publication Type: Books; Reports - Research
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.; DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY.; Andrew W. Mellon Foundation, New York, NY.; Russell Sage Foundation, New York, NY.; Los Angeles Educational Partnership, CA.; William and Flora Hewlett Foundation, Palo Alto, CA.
Authoring Institution: N/A
IES Cited: ED502502; ED544210