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Showing 1 to 15 of 18 results Save | Export
Panero, Nell Scharff; Talbert, Joan E. – Harvard Education Press, 2013
"Strategic Inquiry" is an innovative model for promoting teacher collaboration around identifying specific "learning gaps" that keep struggling students from succeeding. Gaps may include anything from the proper use of commas and conjunctions to concepts such as "slope" in math. The authors argue that addressing these…
Descriptors: Inquiry, Teacher Collaboration, Student Needs, Teaching Methods
Scharff, Helen A.; DeAngelis, Deirdre A.; Talbert, Joan E. – Principal Leadership, 2010
In the Scaffolded Apprenticeship Model (SAM), a school improvement strategy in place in New York City; Boston, Massachusetts; and Oakland, California, teacher teams improve their schools by studying and closing high-leverage learning gaps for small groups of struggling students as a strategy for systemic change. SAM's goal is for each school to…
Descriptors: Educational Improvement, Educational Change, Achievement Gap, Secondary School Teachers
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Coburn, Cynthia E.; Talbert, Joan E. – American Journal of Education, 2006
Current policies place unprecedented demands on districts to use evidence to guide their educational improvement efforts. How districts respond is likely to be influenced by how individuals in the district conceptualize what it means to use evidence in their ongoing work. This study draws on sensemaking and institutional theory to investigate how…
Descriptors: Urban Schools, Educational Improvement, Compliance (Psychology), Educational Policy
Knapp, Michael S.; Copland, Michael A.; Talbert, Joan E. – 2003
The framework of reflective ideas and tools presented here, and in the companion, "Leading for Learning Sourcebook: Concepts and Examples," supports leaders' efforts to improve student learning in schools and districts. Overall, the framework sees to enable powerful, equitable learning for all students. Its ideas and tools highlight five…
Descriptors: Educational Environment, Educational Quality, Elementary Secondary Education, Equal Education
McLaughlin, Milbrey W.; Talbert, Joan E. – 2001
This book is about teachers' professional communities in U.S. high schools at the end of the 20th century and the significant differences in their response to the challenges of teaching. It describes how the work of teaching differed across three distinct types of communities found and high schools and subject departments studied in the early…
Descriptors: Context Effect, Educational Change, Educational Environment, School Culture
Talbert, Joan E. – 1992
This qualitative account of a magnet school, California's Ibsen School (grades 4-12), addresses teachers' professional identities and the shaping of them. In most high schools, teachers' professional identities are shaped by subject cultures. At Ibsen, a schoolwide community has developed because of its mission and in the leadership of its…
Descriptors: Case Studies, Cultural Context, High Schools, Magnet Schools
Talbert, Joan E. – 1980
This paper presents an exchange-theory view of school authority relations in order to identify patterns of coupling, or interdependencies, within school organizations and to analyze the potential for tighter coupling of administrative and teaching subsystems. The analysis proceeds from an argument that the social-exchange view of administrative…
Descriptors: Administrative Organization, Administrator Role, Centralization, Elementary Secondary Education
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Talbert, Joan E. – Work and Occupations: An International Sociological Journal, 1986
Assesses the argument that teachers' work careers are staged by gender-specific career models. Data for individuals who taught in 1965 and/or 1970 demonstrate labor force demographics and individual career patterns predicted by this argument. Research on teachers' career patterns is needed to assess this argument further. (Author/CH)
Descriptors: Behavior Patterns, Careers, Occupational Mobility, Promotion (Occupational)
Talbert, Joan E. – 1991
This study was designed to examine the school's role as a context of professional community for secondary school teachers. The literature suggests that conditions of shared goals, coherent instructional plans and curriculum, and collaboration within a faculty is largely a matter of effective site management. This paper questions the top down view…
Descriptors: Administrators, Collegiality, Context Effect, Departments
Talbert, Joan E. – 1984
Based on an institutional-contingency view, this study focuses on ways in which public and private school sectors in six San Francisco area counties embody different organizational logistics and authority principles, including rational-legal, traditional, and local-market. Results suggest that, among other characteristics, nonreligious private…
Descriptors: Decision Making, Educational Objectives, Elementary Secondary Education, Governance
Hannaway, Jane; Talbert, Joan E. – 1991
Findings from a study that examined the relationship between external environmental factors and effective school conditions are presented in this paper. A focus is on the ways in which the different "educational worlds" of urban, suburban, and rural high schools shape internal school processes. Methodology involved an analysis of the relationship…
Descriptors: Educational Environment, Effective Schools Research, High Schools, Institutional Environment
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Hannaway, Jane; Talbert, Joan E. – Educational Administration Quarterly, 1993
Extends research on factors promoting or undermining school effectiveness. Employs two dimensions of effective internal organization (teacher community and principal leadership) to examine effects of school context variables generally excluded from prior research. Explores whether models of context effects on internal school conditions differ for…
Descriptors: Administrator Effectiveness, Collegiality, Context Effect, Elementary Secondary Education
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Talbert, Joan E.; And Others – Teachers College Record, 1993
Argues that the contexts of teaching are more diverse, embedded, and interactive in their effects on teaching practice than is assumed by prior school effects research. The paper discusses teaching for understanding, student differentiation and tracking, school social organization, bureaucratization of schooling, and implications for policy…
Descriptors: Classroom Environment, Context Effect, Higher Education, Literature Reviews
Knapp, Michael S.; Copland, Michael A.; Ford, Brynnen; Markholt, Anneke; McLaughlin, Milbrey W.; Milliken, Michael; Talbert, Joan E. – 2003
The ideas presented in the sourcebook, and in a summarized companion volume, "Leading for Learning: Reflective Tools for School and District Leaders," support leaders' efforts to improve student learning in schools and districts. The ideas constitute a framework for enabling powerful, equitable learning for all students, outlining five areas of…
Descriptors: Academic Achievement, Academic Standards, Accountability, Curriculum
Talbert, Joan E.; McLaughlin, Milbrey Wallin – 1992
This study, begun in October 1987, was conducted to explore the effect of particular contexts of schooling on educational outcomes and to provide a comprehensive look at what and how context conditions affect teaching and learning. The study design integrates 3 years of field research in 16 public and private high schools in 2 states and analyses…
Descriptors: Context Effect, High Schools, Literature Reviews, Quality of Working Life
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