Complicating the Conversation on Teacher Quality: A Comparative Examination of Contextual Supports for Effective Teaching

Autor/inn/en	Jaffe-Walter, Reva; Fancsali, Cheri
Titel	Complicating the Conversation on Teacher Quality: A Comparative Examination of Contextual Supports for Effective Teaching
Quelle	In: Educational Forum, 85 (2021) 2, S.212-231 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jaffe-Walter, Reva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2020.1795330
Schlagwörter	Case Studies; Teacher Effectiveness; Small Schools; Correlation; Faculty Development; Instructional Improvement; Educational Opportunities; Professional Identity; Curriculum Development; Teacher Collaboration; Instructional Leadership; Reflection; Inquiry; Teaching Methods; Leadership Styles; Teacher Characteristics; Student Characteristics; Institutional Characteristics; Disadvantaged; High School Students; Educational Quality; New York (New York) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School; Schools; Schule; Korrelation; Unterrichtsqualität; Bildungsangebot; Bildungschance; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerkooperation; Instruction; Leadership; Bildung; Erziehung; Führung; Teaching method; Lehrmethode; Unterrichtsmethode; Führungsstil; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Quality of education; Bildungsqualität
Abstract	Drawing on qualitative case study research in four small schools, this paper explores the relationship between the professional contexts of schools--specifically supports for: (1) collaboration focused on improving instruction; (2) professional development and teacher learning opportunities; and (3) the degree to which teachers have authority and leadership in shaping curriculum and school practice--and teachers' delivery of high-quality instruction. Looking across multiple sources of data from four schools, we found clear differences in terms of the extent to which we saw teacher collaboration with a culture of reflection and inquiry, professional development aligned with teachers' emergent needs, and shared leadership that encourages teacher authority. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01