Joint Inquiry: Teachers' Collective Learning about the Common Core in High-Poverty Urban Schools

Autor/in	Stosich, Elizabeth Leisy
Titel	Joint Inquiry: Teachers' Collective Learning about the Common Core in High-Poverty Urban Schools
Quelle	In: American Educational Research Journal, 53 (2016) 6, S.1698-1731 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	Academic Standards; Teaching Methods; Comparative Analysis; Case Studies; Urban Schools; Poverty; Teacher Collaboration; Common Core State Standards; Teacher Role; Principals; Administrator Role; Elementary Schools; Observation; Interviews; Inquiry; Teaching Conditions + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Lehrerkooperation; Common core curriculum; Curriculum; Kerncurriculum; Lehrerrolle; Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Beobachtung; Interviewing; Interviewtechnik; Lehrbedingungen; Unterrichtsbedingungen
Abstract	Recent research on the relationship between standards and teachers' practice suggests that teachers are unlikely to make changes to practice without extensive opportunities for learning about standards with colleagues. This article extends this line of research, using a comparative case study of three high-poverty urban schools to examine the nature of teachers' collaborative work around the Common Core State Standards and the conditions that support this work. It argues that collaborative practices that encourage joint examination of instruction and student learning against standards support teachers in noticing and attending to differences between their current practice and standards. In addition, it examines the role of teachers' instructional knowledge and principals' leadership in supporting teachers' collaboration around standards. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01