Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools

Autor/inn/en	Saunders, William M.; Goldenberg, Claude N.; Gallimore, Ronald
Titel	Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools
Quelle	In: American Educational Research Journal, 46 (2009) 4, S.1006-1033 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831209333185
Schlagwörter	Teacher Collaboration; Experimental Groups; Academic Achievement; Teacher Leadership; Principals; Teamwork; Educational Improvement; Achievement Gains; At Risk Students; Federal Legislation; Instructional Leadership; Professional Development; Comparative Analysis; Participative Decision Making; Elementary Schools; Urban Schools; Hispanic American Students; English (Second Language); Poverty; Achievement Tests; California; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Lehrerkooperation; Schulleistung; Lehrerfunktionsstelle; Principal; Schulleiter; Teaching improvement; Unterrichtsentwicklung; Achievement gain; Leistungssteigerung; Bundesrecht; Instruction; Leadership; Bildung; Erziehung; Führung; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Armut; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kalifornien
Abstract	The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using explicit protocols for grade-level meetings. Phase 1 produced no differences in achievement between experimental and comparable schools. During Phase 2, experimental group scores improved at a faster rate than at comparable schools and exhibited greater achievement growth over 3 years on state-mandated tests and an achievement index. Stable school-based settings, distributed leadership, and explicit protocols are key to effective teacher teams. The long-term sustainability of teacher teams depends on coherent and aligned district policies and practices. (Contains 6 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10