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Teacher learning, professional community, and accountability in the context of high school reform

Author: Judith Warren Little; Ilana Horn; Lora Bartlett; Educational Resources Information Center (U.S.)
Publisher: [Washington, DC] : National Partnership for Excellence and Accountability in Teaching : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [2000]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
This report investigates professional knowledge and learning demands associated with high school reform initiatives, and corresponding opportunities for teacher development, emphasizing literacy and mathematics. It examines how teachers' learning in selected reform-specific areas is facilitated or impeded by internal school features and by the nature and extent of teachers' ties to external sources of expertise. The  Read more...
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Details

Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Judith Warren Little; Ilana Horn; Lora Bartlett; Educational Resources Information Center (U.S.)
OCLC Number: 49755536
Notes: Shipping list no.: 2002-0148-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [2001]. 1 microfiche.
Description: 1 volume
Responsibility: Judith Warren Little, Ilana Horn, Lora Bartlett.

Abstract:

This report investigates professional knowledge and learning demands associated with high school reform initiatives, and corresponding opportunities for teacher development, emphasizing literacy and mathematics. It examines how teachers' learning in selected reform-specific areas is facilitated or impeded by internal school features and by the nature and extent of teachers' ties to external sources of expertise. The research uses intensive case studies of teachers' knowledge, practice, and learning in two comprehensive high schools. It includes existing case study data on restructuring high schools, supplemented by intensive multi-level case studies in new sites. These sources provide three configurations of high school reform, professional development, and accountability, reflecting a range of school improvement conditions at a point in time and a trajectory of reform and policy conditions over the past decade. This report summarizes research completed in the first 2 years of a 3-year study of teacher learning in the context of high school reform. Section 1 locates new cases in a regional context of professional development and other forms of assistance. Section 2 introduces the two case study sites and summarizes preliminary findings. Section 3 comments on discoveries to date and priorities for subsequent analysis. (Contains 31 references.) (Sm).

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