Search results for: Takahashi Sola
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Using Improvement Science to Better Support Beginning Teachers: The Case of the Building a Teaching Effectiveness Network
This paper analyzes how Effectiveness Network (BTEN) schools supported new teacher development using a standard feedback process and improvement science methods. The findings reveal that BTEN participants almost universally reported the use of the feedback process as strengthening relationships between administrators and teachers by opening up communication and making new teachers more visible and vocal in the schools. In addition, administrators also described the consistency and inclusiveness of BTEN as important to improving relationships and developing teachers’ expertise.
Updated: Jan. 10, 2016
Using a “communities of practice” approach, this case study explores the connections between teachers’ evidence-based decision-making practices and their efficacy beliefs. Findings indicate that teachers co-construct their efficacy beliefs in in their communities of practice.
Updated: Feb. 16, 2012