Excellence in English in Middle and High School. How teachers' professional lives support student achievement.

Autor/in	Langer, Judith A.
Titel	Excellence in English in Middle and High School. How teachers' professional lives support student achievement.
Quelle	In: American educational research journal, 37 (2000) 2, S. 397-439Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 45
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312037002397
Schlagwörter	Empirische Untersuchung; Feldforschung; Schule; Schulklasse; Schulkultur; Lehrer; Schüler; Schülerleistung; Unterricht; Englischunterricht; Leistung; Professionalität; Tätigkeit; USA
Abstract	This study examined the characteristics of teachers' professional lives that accompany student achievement in writing, reading and English. The study was conducted in the classrooms of 44 middle and high school teachers in four states, in 25 schools and districts that were attempting to improve students' literacy abilities. ... In 14 of the schools, students were "beating the odds", performing better than other students in demographically similar areas. ... A 5-year study of both the professional and classroom communities sought to identify characteristics in teachers' professional lives that accompanied higher student achievement. ... The effective schools and districts nurtured a climate that 1) orchestrated coordinated efforts to improve student achievement, 2) fostered teacher participation in a variety of professional communities, 3) created structured improvement activities in ways that offered teachers a strong sense of agency, 4) valued commitment to the profession of teaching, 5) engendered a caring attitude to colleagues and students, and 6) fostered a deep respect for lifelong learning. (DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)