Teaching in context: the social side of education reform
Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher qualit...
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, Massachusetts
Harvard Education Press
[2017]
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The studies also show how social dynamics influence the speed, depth, and success with which any new idea is implemented, and how policies enacted without adequate consideration of their impact on the social fabric of schools can produce unintended negative consequences. Policies aimed at improving teaching should focus on strengthening the organization as a whole so that all teachers are likely to improve. The chapters in this book point to the need to reevaluate current policies for assessing and ensuring teacher effectiveness, and establish the foundation for a more thoughtful, research-informed approach.... |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | xi, 258 Seiten |
| ISBN: | 9781682530375 9781682530382 |
Internformat
MARC
| LEADER | 00000nam a2200000 c 4500 | ||
|---|---|---|---|
| 001 | BV044405217 | ||
| 003 | DE-604 | ||
| 005 | 20170803 | ||
| 007 | t | ||
| 008 | 170711s2017 xxu |||| 00||| eng d | ||
| 010 | |a 016056260 | ||
| 020 | |a 9781682530375 |9 978-1-68253-037-5 | ||
| 020 | |a 9781682530382 |9 978-1-68253-038-2 | ||
| 035 | |a (OCoLC)1002277006 | ||
| 035 | |a (DE-599)BVBBV044405217 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 044 | |a xxu |c US | ||
| 049 | |a DE-11 | ||
| 050 | 0 | |a LB2840 | |
| 082 | 0 | |a 371.102 |2 23 | |
| 084 | |a DN 2002 |0 (DE-625)19710:763 |2 rvk | ||
| 245 | 1 | 0 | |a Teaching in context |b the social side of education reform |c edited by Esther Quintero |
| 264 | 1 | |a Cambridge, Massachusetts |b Harvard Education Press |c [2017] | |
| 300 | |a xi, 258 Seiten | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 520 | |a Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The studies also show how social dynamics influence the speed, depth, and success with which any new idea is implemented, and how policies enacted without adequate consideration of their impact on the social fabric of schools can produce unintended negative consequences. Policies aimed at improving teaching should focus on strengthening the organization as a whole so that all teachers are likely to improve. The chapters in this book point to the need to reevaluate current policies for assessing and ensuring teacher effectiveness, and establish the foundation for a more thoughtful, research-informed approach.... | ||
| 650 | 4 | |a Lehrer | |
| 650 | 4 | |a Effective teaching |z United States | |
| 650 | 4 | |a Teacher effectiveness |z United States | |
| 650 | 4 | |a Teachers |x Job satisfaction |z United States | |
| 650 | 4 | |a School improvement programs |z United States | |
| 650 | 4 | |a Education and state |z United States | |
| 650 | 4 | |a Educational change |z United States | |
| 651 | 4 | |a USA | |
| 700 | 1 | |a Quintero, Esther |4 edt | |
| 856 | 4 | 2 | |m LoC Fremddatenuebernahme |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029807162&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-029807162 | ||
Datensatz im Suchindex
| _version_ | 1804177689955794944 |
|---|---|
| adam_text | TEACHING IN CONTEXT
/
: 2017
TABLE OF CONTENTS / INHALTSVERZEICHNIS
FOREWORD: MOVING FORWARD TOGETHER / ANDY HARGREAVES
INTRODUCTION: THE SOCIAL SIDE OF EDUCATION REFORM / ESTHER QINTERO
DEVELOPING WORKPLACES WHERE TEACHERS STAY, IMPROVE, AND SUCCEED: RECENT
EVIDENCE ON THE IMPORTANCE OF SCHOOL CLIMATE FOR TEACHER SUCCESS / JOHN
P. PAPAY AND MATTHEW A. KRAFT
REAPING REWARDS FOR STUDENTS: HOW SUCCESSFUL URBAN SCHOOLS
SYSTEMATICALLY INVEST IN TEACHERS / SUSAN MOORE JOHNSON, STEFANIE K.
REINHORN, AND NICOLE S. SIMON
BETTER COLLABORATION, BETTER TEACHING / MATTHEW RONFELDT
THE SOCIAL SIDE OF CAPABILITY: SUPPORTING CLASSROOM INSTRUCTION AND
ENABLING ITS MPROVEMENT / JAMES P. SPILLANE, MEGAN HOPKINS, TRACY M.
SWEET, AND MATTHEW SHIRRELL
SOCIAL CAPITAL: AN UNTAPPED RESOURCE FOR EDUCATIONAL IMPROVEMENT /
CARRIE R LEANA AND FRITS K. PIL
THE SOCIAL COST OF LEADERSHIP CHURN: THE CASE OF AN URBAN SCHOOL
DISTRICT / ALAN J. DALY, KARA S. FINNIGAN, AND YI-HWA LIOU
HOW THE ORGANIZATION OF SCHOOLS AND LOCAL COMMUNITIES SHAPE EDUCATIONAL
IMPROVEMENT / ELAINE M. ALLENSWORTH
ORGANIZING ADULT LEARNING FOR ADAPTIVE CHANGE MANAGEMENT: A SYSTEMS
APPROACH / JOSHUA P. STARR
RESEARCH-PRACTICE PARTNERSHIPS AND ESSA: A LEARNING AGENDA FOR THE
COMING DECADE / WILLIAM R PENUEL AND CAITLIN C. FARRELL
CONCLUSION: IMPROVING THE INTERPERSONAL DIMENSION OF SCHOOLS AND SCHOOL
SYSTEMS / ESTHER QUINTERO
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
|
| any_adam_object | 1 |
| author2 | Quintero, Esther |
| author2_role | edt |
| author2_variant | e q eq |
| author_facet | Quintero, Esther |
| building | Verbundindex |
| bvnumber | BV044405217 |
| callnumber-first | L - Education |
| callnumber-label | LB2840 |
| callnumber-raw | LB2840 |
| callnumber-search | LB2840 |
| callnumber-sort | LB 42840 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DN 2002 |
| ctrlnum | (OCoLC)1002277006 (DE-599)BVBBV044405217 |
| dewey-full | 371.102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102 |
| dewey-search | 371.102 |
| dewey-sort | 3371.102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02798nam a2200457 c 4500</leader><controlfield tag="001">BV044405217</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20170803 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">170711s2017 xxu |||| 00||| eng d</controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a">016056260</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781682530375</subfield><subfield code="9">978-1-68253-037-5</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781682530382</subfield><subfield code="9">978-1-68253-038-2</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1002277006</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV044405217</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">xxu</subfield><subfield code="c">US</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-11</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LB2840</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.102</subfield><subfield code="2">23</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DN 2002</subfield><subfield code="0">(DE-625)19710:763</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Teaching in context</subfield><subfield code="b">the social side of education reform</subfield><subfield code="c">edited by Esther Quintero</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Cambridge, Massachusetts</subfield><subfield code="b">Harvard Education Press</subfield><subfield code="c">[2017]</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">xi, 258 Seiten</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The studies also show how social dynamics influence the speed, depth, and success with which any new idea is implemented, and how policies enacted without adequate consideration of their impact on the social fabric of schools can produce unintended negative consequences. Policies aimed at improving teaching should focus on strengthening the organization as a whole so that all teachers are likely to improve. The chapters in this book point to the need to reevaluate current policies for assessing and ensuring teacher effectiveness, and establish the foundation for a more thoughtful, research-informed approach....</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Lehrer</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Effective teaching</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teacher effectiveness</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teachers</subfield><subfield code="x">Job satisfaction</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">School improvement programs</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education and state</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Educational change</subfield><subfield code="z">United States</subfield></datafield><datafield tag="651" ind1=" " ind2="4"><subfield code="a">USA</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Quintero, Esther</subfield><subfield code="4">edt</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">LoC Fremddatenuebernahme</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029807162&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-029807162</subfield></datafield></record></collection> |
| geographic | USA |
| geographic_facet | USA |
| id | DE-604.BV044405217 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:52:05Z |
| institution | BVB |
| isbn | 9781682530375 9781682530382 |
| language | English |
| lccn | 016056260 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029807162 |
| oclc_num | 1002277006 |
| open_access_boolean | |
| owner | DE-11 |
| owner_facet | DE-11 |
| physical | xi, 258 Seiten |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | Harvard Education Press |
| record_format | marc |
| spelling | Teaching in context the social side of education reform edited by Esther Quintero Cambridge, Massachusetts Harvard Education Press [2017] xi, 258 Seiten txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The studies also show how social dynamics influence the speed, depth, and success with which any new idea is implemented, and how policies enacted without adequate consideration of their impact on the social fabric of schools can produce unintended negative consequences. Policies aimed at improving teaching should focus on strengthening the organization as a whole so that all teachers are likely to improve. The chapters in this book point to the need to reevaluate current policies for assessing and ensuring teacher effectiveness, and establish the foundation for a more thoughtful, research-informed approach.... Lehrer Effective teaching United States Teacher effectiveness United States Teachers Job satisfaction United States School improvement programs United States Education and state United States Educational change United States USA Quintero, Esther edt LoC Fremddatenuebernahme application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029807162&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Teaching in context the social side of education reform Lehrer Effective teaching United States Teacher effectiveness United States Teachers Job satisfaction United States School improvement programs United States Education and state United States Educational change United States |
| title | Teaching in context the social side of education reform |
| title_auth | Teaching in context the social side of education reform |
| title_exact_search | Teaching in context the social side of education reform |
| title_full | Teaching in context the social side of education reform edited by Esther Quintero |
| title_fullStr | Teaching in context the social side of education reform edited by Esther Quintero |
| title_full_unstemmed | Teaching in context the social side of education reform edited by Esther Quintero |
| title_short | Teaching in context |
| title_sort | teaching in context the social side of education reform |
| title_sub | the social side of education reform |
| topic | Lehrer Effective teaching United States Teacher effectiveness United States Teachers Job satisfaction United States School improvement programs United States Education and state United States Educational change United States |
| topic_facet | Lehrer Effective teaching United States Teacher effectiveness United States Teachers Job satisfaction United States School improvement programs United States Education and state United States Educational change United States USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029807162&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT quinteroesther teachingincontextthesocialsideofeducationreform |