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Does Teacher Empowerment Affect the Classroom? The Implications of Teacher-Empowerment for Instructional Practice and Student Academic Performance.
Peer reviewed Peer reviewed
Marks, Helen M.; Louis, Karen Seashore – Educational Evaluation and Policy Analysis, 1997
Data from 24 restructuring elementary, middle, and high schools are used to examine teacher empowerment in schools with at least four years of experience with decentralized or school-based management. Findings suggest that empowerment is an important but not sufficient condition of change that does affect teaching quality and student performance.…
Descriptors: Academic Achievement, Decentralization, Educational Change, Educational Practices
Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools.
Peer reviewed Peer reviewed
Louis, Karen Seashore; Marks, Helen M. – American Journal of Education, 1998
Quantitative and qualitative analyses show that in 24 selected restructuring elementary, middle, and high schools, professional community is strongly associated with technical (measured as authentic pedagogy) and social (measured as social support for achievement) dimensions of classroom organization. The relationships between authentic pedagogy…
Descriptors: Educational Change, Educational Environment, Elementary Schools, Elementary Secondary Education