Districtwide Instructional Reform: Using Sociocultural Theory to Link Professional Learning to Organizational Support

Autor/in	Gallucci, Chrysan
Titel	Districtwide Instructional Reform: Using Sociocultural Theory to Link Professional Learning to Organizational Support
Quelle	In: American Journal of Education, 114 (2008) 4, S.541-581 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/589314
Schlagwörter	Urban Schools; Federal Legislation; Instructional Improvement; Organizational Change; Educational Change; Learning Processes; Teachers; Accountability; Academic Achievement; School Districts; Case Studies; Professional Development; Educational Opportunities; Reading Instruction; Elementary Schools + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bundesrecht; Unterrichtsqualität; Organisationswandel; Bildungsreform; Learning process; Lernprozess; Lehrer; Lehrerin; Lehrende; Verantwortung; Schulleistung; School district; Schulbezirk; Case study; Fallstudie; Case Study; Bildungsangebot; Bildungschance; Leseunterricht; Elementary school; Grundschule; Volksschule
Abstract	No Child Left Behind Act accountability pressures and calls to close achievement gaps between groups of students have challenged school districts to achieve systemwide instructional improvement. These policies create learning challenges for classroom teachers and for school and district leaders. This article engages questions about organizational support for professional learning in the context of reform initiatives. A theoretical lens--called the Vygotsky Space--is used to analyze case study data from a reforming urban school district located in the Pacific Northwest. A job-embedded professional development structure called the Elementary Studio/Residency Model is explored in depth as are the learning processes of one participating teacher. The teacher's professional learning experiences are then connected with leadership actions and institutional supports for learning. The relationship between organizational change and district leaders' attention to practitioner learning and innovation is discussed. (Contains 2 figures, 1 table and 13 notes.) (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.journals.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10