Professional Sense-Makers: Instructional Specialists in Contemporary Schooling

Autor/inn/en	Domina, Thurston; Lewis, Ryan; Agarwal, Priyanka; Hanselman, Paul
Titel	Professional Sense-Makers: Instructional Specialists in Contemporary Schooling
Quelle	(2015), (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.3102/0013189X15601644
Schlagwörter	Academic Standards; Educational Policy; Educational Trends; Longitudinal Studies; Professional Development; Program Implementation; Public Schools; Qualitative Research; School Districts; School Personnel; Specialists; State Standards; Statistical Analysis; Trend Analysis; California + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Public school; Öffentliche Schule; Qualitative Forschung; School district; Schulbezirk; Schulpersonal; Statistische Analyse; Trendanalyse; Kalifornien
Abstract	This brief documents the expansion of instructional specialist staffing in U.S. public school districts. We use data from the National Center of Education Statistics' annual Common Core of Data to chart staffing trends in public school districts between 1997-98 and 2012-13. The number of instructional specialists per 1,000 U.S students doubled during that period, and the proportion of districts employing no specialists declined from nearly 20% to 7%. We suggest that specialists are poised to play a pivotal "professional sense-making" role as schools work to implement new instructional standards in the classroom. [This paper was published in "Education Researcher" v44 n6 p359-364 Aug-Sep 2015 (EJ1073976).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01