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ERIC Number: EJ792250
Record Type: Journal
Publication Date: 2008-Apr
Pages: 12
Abstractor: Author
Reference Count: 55
ISSN: ISSN-0046-1520
Studying Teachers and Schools: Michael Pressley's Legacy and Directions for Future Research
Mohan, Lindsey; Lundeberg, Mary A.; Reffitt, Kelly
Educational Psychologist, v43 n2 p107-118 Apr 2008
Much of Michael Pressley's work during the past decade focused on the nature of highly effective, engaging literacy instruction. Michael Pressley believed that studying effective teachers and schools had the potential to influence more engaging and effective teaching, especially in underresourced schools. First, we describe the grounded psychological theories he developed on effective practices for teaching reading and writing, and the positive and motivating classroom environments in which this instruction occurred. His work evolved from a focus on excellent teachers to excellent schools, and he was particularly passionate about developing a theory of effective schools in urban contexts and in isolated rural contexts. Pressley has had major impact on the direction of classroom research with a psychological theoretical perspective, particularly the construction of qualitative case studies. After critiquing the methodology used in this research, we suggest directions for future research. (Contains 1 table.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Grade 1; Grade 10; Grade 11; Grade 12; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A