Contexts That Matter for Teaching and Learning: Strategic Opportunities for Meeting the Nation's Educational Goals.

Autor/inn/en	McLaughlin, Milbrey W.; Talbert, Joan E.
Institution	Center for Research on the Context of Secondary School Teaching.
Titel	Contexts That Matter for Teaching and Learning: Strategic Opportunities for Meeting the Nation's Educational Goals.
Quelle	(1993), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agency Cooperation; Case Studies; Classroom Environment; Context Effect; Educational Needs; Educational Practices; Educational Research; Excellence in Education; Field Studies; Integrated Activities; Policy Formation; School Districts; Secondary Education; Suburban Schools; Teacher Role; California; Michigan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Educational need; Bildungsbedarf; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Lernerfolg; Praxisforschung; Integrierender Unterricht; Politische Betätigung; School district; Schulbezirk; Sekundarbereich; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lehrerrolle; Kalifornien
Abstract	The national education goals express a systemic approach to reform which fosters coherence in the disparate elements of the education system. This report highlights the findings of research conducted by the Center for Research on the Context of Secondary School Teaching (CRC) in California and Michigan during the years 1987-1992 and the implications for policy strategies to achieve the national education goals. The major sections of the report are: (1) contexts that matter for teaching and learning; (2) professional communities as mediating contexts of teaching; (3) strategic opportunities for action: meeting the national education goals; and (4) integrating educational reform strategies. A central conclusion of CRC's research is that teachers' groups, professional communities variously defined, offer the most effective unit of intervention and reform; it is within the context of a professional community that teachers can consider the meaning of the education goals in terms of their classrooms, students, and content area. Related to this conclusion is the conviction that meeting the education goals requires a reframing of the policy debate to address simultaneously the interdependent, core needs of improved content, student supports, and sustained learning opportunities for teachers. An appendix provides information on the CRC research strategy and data bases and a description of its field sample of diverse and embedded secondary school contexts (school, district, sector, metro area, and state contexts). A list of CRC books, articles, and reports is included at the end of this report. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC