Search results for: Valli Linda
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This paper examines ways in which the current policy context influences teaching and explores the challenges these influences pose for research on teaching. To illustrate this potential policy impact, the authors focus on three core dimensions of teaching: who is the teacher, is teaching practice stable or changing, and what constitutes teaching quality.
Updated: May. 28, 2012
This article examines the delivery of school-based professional development within a high-stakes accountability context . The authors conducted case studies of professional development in three elementary schools with varying levels of pressure to make adequate yearly progress. The authors argue that although high-stakes accountability policies increased the quantity of professional development, the quality of teacher learning opportunities depended on the context in which it was delivered.
Updated: May. 25, 2010
This study addresses recent changes in professional development policy, practice, and theory, in which professional development has increasingly become continual, collaborative, and school based. The authors conducted this study to understand more fully the delivery of school-based professional development within a high-stakes accountability context.The authors argue that school leadership, culture, and resources, as well as the structure and content of professional development, filter policy initiatives before they ultimately shape teacher learning experiences.
Updated: Oct. 14, 2009
The authors argue that part of the difficulty in studying the teaching of reading in elementary classrooms is determining where 'the action' occurs in reading instruction. Based on their 5-year longitudinal study, they describe three challenges: (a) determining key factors in the complex instructional environment that should be the focus of study, (b) determining who teaches reading to specific students, and (c) determining the boundaries of reading instruction or when it occurs during the school day and year.
Updated: Jun. 02, 2009