Literaturnachweis - Detailanzeige
| Autor/inn/en | Charner-Laird, Megin; Ng, Monica; Johnson, Susan Moore; Kraft, Matthew A.; Papay, John P.; Reinhorn, Stefanie K. |
|---|---|
| Titel | Gauging Goodness of Fit: Teachers' Responses to Their Instructional Teams in High-Poverty Schools |
| Quelle | In: American Journal of Education, 123 (2017) 4, S.553-584 (32 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0195-6744 |
| Schlagwörter | Teacher Attitudes; Teamwork; Poverty; Urban Schools; Team Teaching; Principals; Program Implementation; Teacher Collaboration; Administrator Role; Faculty Development; Program Effectiveness; Teacher Improvement; Educational Improvement |
| Abstract | Teacher teams are increasingly common in urban schools. In this study, we analyze teachers' responses to teams in six high-poverty schools. Teachers used two criteria to assess teams' goodness of fit in meeting the demands of their work: whether their teams helped them teach better and whether the team contributed to a better school. Their responses differed notably by school, depending largely on the principal's approach to implementation. In the three schools where teachers assessed teams favorably, principals set a meaningful purpose for teachers' collaborative work, provided structural support and professional expertise for their deliberations, and established safe environments for teachers' on-the-job growth. (As Provided). |
| Anmerkungen | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu/ucp/journals/journal/aje.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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