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ERIC Number: ED538090
Record Type: Non-Journal
Publication Date: 2011
Pages: 6
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: N/A
Highly Effective Teachers in Low Performing Urban Schools. The Claremont Letter. Volume 6, Issue 1
Poplin, Mary
Claremont Graduate University (NJ1)
For four years, a nine-member team studied 31 highly effective teachers in nine low-performing urban elementary, middle, and high schools in some of the most economically depressed neighborhoods in Los Angeles County. The teachers were selected based on having had the highest percentage of students moving up a level on the English/Language Arts or Math subtests of the California Standards Test for 2-3 years compared to their peers teaching the same students in the same schools. Using grounded theory, each teacher was observed a minimum of ten days by a lead researcher at each site, as well as by the other members of the team. Most were observed again the first day of classes the following year. Near the conclusion of the study, the team invited the teachers to join the research team for a day to critique and contribute to the team's findings. There were indeed highly effective teachers inside these low-performing schools. (Contains 2 notes.)
Claremont Graduate University. School of Educational Studies, 150 East Tenth Street, Claremont, CA 91711. Tel: 909-621-8000; Fax: 909-621-8734; Web site: http://www.cgu.edu/ses
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: John Randolph Haynes and Dora Haynes Foundation
Authoring Institution: Claremont Graduate University
Identifiers - Location: California