Professional Community and the Problem of High School Reform

Autor/in	Little, Judith Warren
Titel	Professional Community and the Problem of High School Reform
Quelle	In: International Journal of Educational Research, 37 (2002) 8, S.693-714 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/S0883-0355(03)00066-1
Schlagwörter	High Schools; School Restructuring; English Teachers; Educational Change; Mathematics Teachers; Urban Schools; Professional Development; Community; Interprofessional Relationship; Educational Environment; Educational Improvement; Educational Strategies; Departments; School Organization; Case Studies + Suchen Sie Ihr Suchwort? High school; Oberschule; Schulreformplan; Schulumwandlung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Bildungsreform; Mathematics; Mathematik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Lehrstrategie; Department; Abteilung; School organisation; Schulorganisation; Case study; Fallstudie; Case Study
Abstract	A two-year qualitative study of mathematics and English teachers in two urban comprehensive high schools investigated how teacher community serves as resource for teacher development and school reform. A school engaged in whole-school reform sustained high teacher commitment and school-level community by constituting professional community strongly at the school level, but its departments displayed varying capacity and disposition to examine problems of teaching and learning at the classroom level. In the second school, innovative teacher communities were constituted strongly at the department level in English and mathematics, but suffered problems of stress and turnover due to weak organizational supports for teacher development and school reform. Findings point both to the potential contribution of professional communities situated in subject departments and the challenge of capitalizing on such communities to advance whole-school reform. The study suggests complex relationships among organizational context, teacher community, teacher development, and institutional reform. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10