NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ776764
Record Type: Journal
Publication Date: 2007
Pages: 4
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0276-928X
The Other Three R's: Small Schools Project Examines Instructional Change through Relationships, Relevance, and Rigor
Lambert, Mary Beth; Wallach, Catherine A.; Ramsey, Brinton S.
Journal of Staff Development, v28 n4 p36-38, 40 Fall 2007
The principles of relationships, relevance, and rigor (the three R's) provide a framework for structuring conversations and initiatives in instructional practice (Wagner, 2002). Typically, this framework is applied to student learning. In this article, the authors apply the three R's to adult learning and highlight three small schools in order to understand what makes the difference--what turns the corner--to instructional change. Teachers in these three schools--which the authors call Alder, Cedar, and Chestnut--are moving from talking about instructional change to making it happen. In the schools where this movement occurred, three additional components were also in place. Relationship-driven, relevant, and rigorous adult learning are supported by distributed leadership, an instructional framework, and a strong professional community.
National Staff Development Council. 5995 Fairfield Road Suite #4, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.nsdc.org/news/jsd/index.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A