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ERIC Number: EJ1043732
Record Type: Journal
Publication Date: 2014
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0276-928X
EISSN: N/A
From Theory to Action: Learning Shifts into High Gear with Structured Supports
Anderson, Andrea; Steffen, Beth; Wiese, Chad; King, M. Bruce
Journal of Staff Development, v35 n5 p58-62 Oct 2014
While teachers face new expectations for student learning and more equitable educational outcomes, instruction and assessment remain rooted in traditional approaches that are largely inequitable, culturally irrelevant, and intellectually disengaging, contributing to gaps in academic achievement across student groups (Darling-Hammond, 2010; King & Bouchard, 2011). The quality of teaching is the most important school related factor influencing student learning and more equitable outcomes (Elmore, 2004; Leithwood, Louis, Anderson, & Wahlstrom, 2004). Many current reform initiatives--high-stakes accountability, school closings and turnarounds, charter and voucher schools, teacher evaluations and pay based on student performance--do not engage directly with critical tasks of building capacity for improved teaching. This article describes an urban high school in the Midwest, where principal and teacher leadership promotes collaboration among staff resulting in teacher learning to strengthen the instructional core.
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin
Grant or Contract Numbers: N/A