Content-Driven Instructional Reform in Community School District #2. High Performance Learning Communities Project.

Autor/inn/en	Stein, Mary Kay; D'Amico, Laura
Institution	Pittsburgh Univ., PA. Learning Research and Development Center.
Titel	Content-Driven Instructional Reform in Community School District #2. High Performance Learning Communities Project.
Quelle	(1998), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Research; Classroom Techniques; Elementary Education; Instructional Innovation; Literacy; Professional Development; School Culture; Teacher Administrator Relationship; Teacher Role + Suchen Sie Ihr Suchwort? Klassenführung; Elementarunterricht; Educational Innovation; Bildungsinnovation; Alphabetisierung; Schreib- und Lesefähigkeit; Schulkultur; Schulleben; Lehrerrolle
Abstract	By building upon earlier studies of District 2 (Elmore and Burney, 1996, 1997) which have focused on the ways in which members of the district leadership community interact and learn from one another, this paper investigates the ways in which teachers think about, implement, and learn new instructional practices in District 2 classrooms. The paper begins with a description of the approach to literacy instruction that has been developed by district leadership, the Balanced Literacy Program, and the manner in which district leaders communicate expectations and provide support to teachers as they attempt to implement the program. It then examines how the program is actually being enacted in sample district classrooms, including the ways in which teachers appear to be interpreting what is expected of them by the district. The paper next explores the reasons behind variations in how teachers implement literacy, including the impact of school cultures and teacher comprehension of the Balanced Literacy program. It concludes with a discussion of the ways in which a more explicit articulation of teaching and teacher learning issues could be developed to complement the district's existing articulation of their systemic strategy of educational reform. Includes 14 notes, 2 figures, and a table of data. An appendix explains research methodology. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC