Drawing on careful ethnographic research collected over the entire four years of the San Diego reforms, this book identifies how teachers, principles, and other district educators were shaped by the large-scale reforms and the ways in which the reforms unfolded.
Drawing on careful ethnographic research collected over the entire four years of the San Diego reforms, this book identifies how teachers, principles, and other district educators were shaped by the large-scale reforms and the ways in which the reforms unfolded.
Lea Hubbard is an Associate Professor in the Foundations area of the Learning and Teaching program in the School of Education. Mary Kay Stein holds a joint appointment at the University of Pittsburgh as Associate Professor of Administrative and Policy Studies and Research Scientist at the Learning Research and Development Center. HughMehan is Professor of Sociology and Director of the Center for Research Scientist at the Learning Research and Development Center.
Inhaltsangabe
1. Using Theory to Understand the San Diego Reforms 2. Using Research to Understand the San Diego Reform 3. History of Reform in New York City's Community District #2 4. Using District Leaders' Theory of Action to Understand the San Diego Reform from 1998 to 2002 5. Learning in Classrooms: The Enactment of the Reform between Teachers and Students 6. Learning in Teacher Professional Development: the Enactment of Reform between Teachers and School Leaders 7. Learning in Leadership Professional Development: the Enactment of Reform between School Leaders and Instructional Leaders 8. Demystifying the Gap Between Theory and Practice in the SDCS Reform 9. Changes in the Reform Influenced by Technical Constraints, Cultural and Political Conflict 10. Conclusions
1. Using Theory to Understand the San Diego Reforms 2. Using Research to Understand the San Diego Reform 3. History of Reform in New York City's Community District #2 4. Using District Leaders' Theory of Action to Understand the San Diego Reform from 1998 to 2002 5. Learning in Classrooms: The Enactment of the Reform between Teachers and Students 6. Learning in Teacher Professional Development: the Enactment of Reform between Teachers and School Leaders 7. Learning in Leadership Professional Development: the Enactment of Reform between School Leaders and Instructional Leaders 8. Demystifying the Gap Between Theory and Practice in the SDCS Reform 9. Changes in the Reform Influenced by Technical Constraints, Cultural and Political Conflict 10. Conclusions
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