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	In: Educational Researcher, 44 (2015) 6, S.359-364 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X15601644
Schlagwörter	Specialists; Public Schools; School Districts; School Personnel; Educational Trends; Trend Analysis; Academic Standards; Educational Policy; State Standards; Longitudinal Studies; Professional Development; Program Implementation; Qualitative Research; Statistical Analysis; California + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; School district; Schulbezirk; Schulpersonal; Bildungsentwicklung; Trendanalyse; Politics of education; Bildungspolitik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung; Statistische Analyse; 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 1997-1998 and 2012-2013. 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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01