Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools.

Autor/inn/en	Louis, Karen Seashore; Marks, Helen
Institution	Center on Organization and Restructuring of Schools, Madison, WI.; Wisconsin Center for Education Research, Madison.
Titel	Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools.
Quelle	(1996), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Administration; Educational Change; Educational Environment; Educational Experience; Educational Practices; Elementary Secondary Education; Models; Organization; School Culture; School Restructuring; Teachers; Values + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungserfahrung; Bildungspraxis; Analogiemodell; Organisation; Organisationsstruktur; Schulkultur; Schulleben; Schulreformplan; Schulumwandlung; Lehrer; Lehrerin; Lehrende; Wertbegriff
Abstract	A study examined the impact of school professional community on the intellectual quality of student achievement (authentic achievement) and the relationship of professional community to the technical and social organization of the classroom, including the mediating relationship of these classroom organizational features on authentic achievement. Professional community is a school organizational structure with an intellectually directed culture typified by shared values, focus on student learning, collaboration, deprivatized practice, and reflective dialogue. Data were collected as part of the School Restructuring Study of the Center on Organization and Restructuring of Schools. Eight elementary, eight middle, and eight high schools were selected. Surveys were completed by 910 teachers, and the instructional practices of 144 teachers were studied according to a view of authentic pedagogy. School professional community was found to be most characteristic of elementary schools and least characteristic of high schools. Findings strongly support the conceptual model posited, that the organization of teachers' work in ways that promote professional community has significant effects on the organization of classrooms for learning and the academic performance of students. Professional community among teachers was associated with both authentic pedagogy and social support for achievement among students. Appendixes discuss the construction of study variables and correlations among variables. (Contains 2 figures, 3 tables, and 75 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC