Evidence for Teacher-Powered Schools: A Practical Route to Better and More Equitable Student Outcomes

Autor/inn/en	Junge, Amy; Esdal, Lars
Institution	Education Evolving
Titel	Evidence for Teacher-Powered Schools: A Practical Route to Better and More Equitable Student Outcomes
Quelle	(2020), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; Outcomes of Education; Teacher Leadership; Evidence Based Practice; Educational Innovation; Institutional Characteristics; Teacher Attitudes; School Administration; Decision Making; School Effectiveness; Academic Achievement; Measurement; Student Centered Learning; Teaching Methods; Teacher Collaboration; Teamwork; Instructional Leadership; Student Attitudes; Family School Relationship; Peer Evaluation; Teacher Student Relationship; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Lehrerfunktionsstelle; Instructional innovation; Bildungsinnovation; Lehrerverhalten; Decision-making; Entscheidungsfindung; Schuleffizienz; Schulleistung; Messverfahren; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Instruction; Leadership; Bildung; Erziehung; Führung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Teacher-powered schools are a powerful, practical route to better and more equitable student learning. This paper makes the evidence-based case for these innovative schools. "Evidence for Teacher-Powered Schools: A Practical Route to Better and More Equitable Student Outcomes" explores outcomes for students and schools led by teacher-powered teams. In the paper, we review academic research which demonstrates how teacher-powered schools are the manifestation of well-studied ideas linked with improved outcomes. And we take a deep dive on the schools themselves--informed by two decades of records, surveys, interviews, and more. Finally, we lay out simple steps teacher-powered leaders can take to show the power of the movement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01