Citation
The realities of teacher learning in urban schools

Material Information

Title:
The realities of teacher learning in urban schools contexts, constraints, collaboration, and school reform
Creator:
Boland, Patricia M
Publication Date:
Language:
English
Physical Description:
285 leaves : ; 28 cm

Subjects

Subjects / Keywords:
Teachers -- Training of ( lcsh )
Teachers -- In-service training ( lcsh )
School improvement programs ( lcsh )
Educational change ( lcsh )
Urban schools ( lcsh )
Educational change ( fast )
School improvement programs ( fast )
Teachers -- In-service training ( fast )
Teachers -- Training of ( fast )
Urban schools ( fast )
Genre:
bibliography ( marcgt )
theses ( marcgt )
non-fiction ( marcgt )

Notes

Bibliography:
Includes bibliographical references (leaves 268-285).
General Note:
School of Education and Human Development
Statement of Responsibility:
by Patricia M. Boland.

Record Information

Source Institution:
University of Colorado Denver
Holding Location:
Auraria Library
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
51782735 ( OCLC )
ocm51782735
Classification:
LD1190.E3 2002d .B64 ( lcc )

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Full Text

PAGE 12

Learning as Community

PAGE 13

Learning as Community ................................................... 218

PAGE 17

individual

PAGE 20

teachers

PAGE 21

to

PAGE 23

do

PAGE 26

to to

PAGE 30

across

PAGE 31

images assumptions

PAGE 32

knowledge for teaching

PAGE 33

knowledge for teaching collaboration Knowledgefor teaching collaboration Inquiry as stance,

PAGE 34

Professional discourse Democratic principles

PAGE 36

inquiry as stance

PAGE 43

for to

PAGE 46

action

PAGE 47

decline promise

PAGE 48

"knowledge for teaching" collaboration Knowledge for teaching collaboration Inquiry as stance, Professional discourse Democratic principles

PAGE 67

knowledge for teaching knowledge for teaching

PAGE 68

Knowledge for teaching

PAGE 69

post hoc post hoc

PAGE 70

knowledge for teaching.

PAGE 75

knowledge/or teaching. 'post hoc,'

PAGE 78

knowledge for teaching

PAGE 81

post hoc knowledge for teaching.

PAGE 82

knowledge for practice

PAGE 85

moving into

PAGE 86

knowledge for teaching

PAGE 97

inquiry as stance

PAGE 100

Exploring Blue Highways

PAGE 103

features features

PAGE 104

"creating meaningful opportunities for teachers to come together across subgroups

PAGE 109

build play community playing community

PAGE 116

"Institutionalizing change, sustaining it, and generalizing it are some of the fundamental tasks of large-scale educational refonn and of leadership within and beyond the school" (Hargreaves, Earl, Moore, Manning, 2001, p. 158).

PAGE 117

a priori

PAGE 121

Success/or All,

PAGE 126

participantness, revealedness, extensiveness, andfoeus of the study, participant extensive revealed

PAGE 149

doing doing

PAGE 150

doing

PAGE 151

doing doing doing doing

PAGE 152

doing it

PAGE 153

doing correct

PAGE 154

done

PAGE 156

their active

PAGE 158

knowledge/or practice.

PAGE 187

[drive instruction]

PAGE 196

[interrupted].

PAGE 223

Learning as Community learning as community

PAGE 224

My research confirms the importance of situating school restructuring in social and cultural context. found that educators' cooperative efforts and opportunities to change policy were profoundly influenced by their ideological dispositions, the culture of the school and school district, and the structuring of race, class, and power in multiple contexts (Lipman, p.

PAGE 230

for

PAGE 236

Learning as Community

PAGE 237

and sustain

PAGE 244

Frameworkfor Poverty

PAGE 254

hear

PAGE 255

all be

PAGE 263

Teachers' Perceptions of Their Leadership and Learning/or Urban School Improvement

PAGE 266

Thank participants. telling

PAGE 272

This survey is designed gain information about your experiences as urban educator. This is confidential survey so please thoughtful and honest in your answers. Please complete both sides this survey. Instructions; For each question, circle the answer that most accurately represents your experiences in urban education and the teaching profession. Please turn over and complete other side.

PAGE 273

lrc e t e response t at most ose y a zgns wz 'th your e le

PAGE 284

Democratic principles

PAGE 286

When accountability knocks, will anyone answer? Teachers College Record, 104,355-382 Mathematics Teacher, Educational Researcher, S., Status of education refonn I public elementary and secondary schools: Teachers' perspectives. Issues in school refonn: A sampler of psychological perspectives on learner-centered schools Exploring blue highways: Literacy refonn, school change, and the creation of learning communities. Teachers College Record, 102, Theory into Practice, The promise of urban schools.

PAGE 287

Ghetto schooling: A political economy of urban educational reform. Cultural and economic reproduction in education Teachers and texts: A political economy of class and gender relations in education. The nature o/teachers' commitment and its relationship to school work-place conditions. City kids, city teachers: Reports from the front row. Educational reform and the struggle for the soul of the teacher. Teaching as the learning profession: Handbook of policy and practice Multiethnic education: Theory and practice. Handbook of research on multicultural education. Phi Delta Kappan, 83, Educational Leadership, Harvard Educational Review,

PAGE 288

Into focus: Understanding and creating middle school readers. Teacher action research: The impact of inquiry on curriculum improvement and professional development. The Elementary School Journal, Reproduction in education, society and culture. The Elementary School Journal, 100, 273-306. Teaching and Teacher Education, How people learn: Brain, mind, experience, and school. Educational action research: Becoming practically critical Conversation as away of knowing. S., Reflective learning: A luxury? Schools and staffing in the United States: A statistical profile, 1990-1991.

PAGE 289

Journal of Curriculum Studies, Phi Delta Kappan, Harvard Educational Review, Review of research in education Educational Evaluation and Policy Analysis, Chartering urban school refonn: Reflections on public high schools in the midst of change Testing, refonn and rebellion. Educational Researcher, How teachers taught: Constancy and change in American classrooms, 1890-1990, Reconstructing the common good in education Negotiating identities: Education for empowennent in a diverse society. Phi Delta Kappan,

PAGE 290

Teacher Education Quarterly, Fall, 9-26. right to learn. Teaching for high standards: What policymakers need to know and be able to do. The Elementary School Journal, Teaching as the learning profession: Handbook of policy and practice. Other people's children: Cultural conflict in the classroom. Equity and Excellence in Education, 30(2), 31-38. Theory into Practice, Spring, 137-144. Journal of Curriculum Studies, Building a new structure for school leadership. Investing in teacher learning: Staff development and instructional improvement in Community School District New York City. Teaching as the learning profession: Handbook of policy and practice

PAGE 291

Developing professional knowledge and competence. Sitting down to score: Teacher learning through assessment. Learning in good company: Report on a pilot study. Teachers College Record, i03, 1013-1055. Guiding teacher learning: insider studies of classroom work with prospective and practicing teachers. Journal for Research in Mathematics Education, 27, American Educational Research Journal, 30, 555-583. Review of research in education On transformed, inclusive schools: Aframework to guide fundamental change in urban schools. Multicultural Education, Framing drop-outs.

PAGE 292

Chartering urban school refonn: Reflections on public high schools in the midst of change. Contexts/or learning: socio cultural dynamics in children's development. Black teachers on teaching. Teaching and Teacher Education, Pedagogy o/the oppressed. experience text: Teachers caught in the action: Professional development that matters The contexts of teaching in secondary schools: Teachers' realities The new meaning o/educational change. Journal of Educational Change, Educational Leadership, The conditions of learning. Culturally responsive teaching: Theory, research, practice. The Teacher Educator, Ideology, culture, and the process 0/ schooling.

PAGE 293

Taking school reform success to "scale": governance and leadership issues in two restructuring elementary buildings. Handbook of Research on Teacher Education Educational Researcher, Teaching in a diverse society. What makes teacher community different from a gathering of teachers? Teachers College Record, 103,942-1012. Journal for Research in Mathematics Education, Phi Delta Kappan, Professional development in education The theory of communicative action. Vol. Reason and the realization of society. Elementary School Journal, Changing teaches, changing times: Teachers' work and culture in the postmodern age.

PAGE 294

Educational Researcher, Coaching as a reflective practice: Contrived congeniality or collaborative culture. Learning to change: Teaching beyond subjects and standards. The heart of the matter Education refonn support: Aframeworkfor scaling up school refonn. Advancing Basic Education and Literacy Project. Language Arts, The color of school refonn: Race, politics, and the challenge of urban education. Pathways to success in school: Culturally responsive teaching. Black students and school failure. Harvard Educational Review, Action in Teacher Education, Educational Administration Quarterly, Education Policy Analysis Archives, 10(2).

PAGE 295

Journal for Research in Mathematics Education, Critical teaching and the idea of literacy. S., Academic challenges for the children of poverty. Savage inequalities: Children in America's schools. The Elementary School Journal, Schools as places for teachers to learn? Opportunities for professional development in Dutch educational reform. Review of research in education The dreamkeepers: Successful teachers of African American children. Qualitative research in education: An introduction to the major traditions. The Elementary School Journal, American Journal of Education, 104, 103-147. Teachers College Record,

PAGE 296

Teachers transfonning their world and their work. Teachers caught in the action: Professional development that matters. Race, class, and power in school restructuring. American Educational Research Journal, 19, Teachers College Record, Teachers' Professional Development in a climate of educational refonn .. Teaching as the learning profession: Handbook of policy and practice Teacher learning, professional community, and accountability in the context of high school refonn. Self-study in teaching and research. S., Professionalism and community: Perspectives on refonning urban schools. S., Authentic achievement: Restructuring schools for intellectual quality

PAGE 297

American Educational Research Journal, Organizational learning in schools Refonning the urban high school. The future of education: Perspectives on national standards in education Schoolteacher: A sociological study. Teachers College Press, Teachers' work: Individuals, colleagues, and contexts Teacher learning: New policies, new practices. Teachingfor understanding. High school teaching in context. Teachers caught in the action: Professional development that matters Contradictions of school refonn: Educational costs of standardized testing.

PAGE 298

New Directionsfor Adult and Continuing Education, Latino child poverty in the United States. Challenges of urban education: Sociological perspectives for the next century School-based management as school reform: Taking stock. Findingsfrom the Teacher Education and Learning to Teach Study. Harvard Educational Review, Multicultural education, critical pedagogy, and the politics of discourse Affirming diversity: The sociopolitical context of multicultural education. What keeps teachers going in spite of everything? The challenge to care in schools. The Journal of Educational Change,

PAGE 299

Educational action research: Becoming practically critical. Review of research in education The courage to teach: Exploring the inner landscape of a teacher's life. Qualitative evaluation methods. Teachers College Record, American Educational Research Journal, Educational Researcher, Teachers take charge o/their learning. Transforming professional development for student success. Teacher change and the staff development process. Handbook of research on teacher education Teacher education/or a new century: emerging perspectives, promising practices, and future possibilities

PAGE 300

Perspectives on socially shared cognition Teachers' workplace: social organization of schools. Sociology of Education, Teachers learning from experiences of teaching: Analyses based on metaphor and reflection. Race, class gender in the United States Revisiting "the culture of the school and the problem of change." The reflective practitioner: How professionals think in action. Educating the reflective practitioners. A qualitative analysis of teacher professional learning and teacher work in urban high schools. Educational Administration Quarterly, Leadership for the schoolhouse. Educational Researcher,

PAGE 301

Initial guidelines on becoming a learning community. Tangled hierarchies: Teachers as professional and the management of schools. Teaching and California'sfuture. The status of the teaching profession: Researchfindings and policy recommendations. Ha11'ard Educational Review, Handbook of research on teacher education. Phi Delta Kappan, Review of research in education Educational Evaluation and Policy Analysis, A national plan for improving professional development. Journal of Curriculum Studies, The Elementary School Journal, 100, 307-331. Teachers College Record, 104, 377-402.

PAGE 302

Teachers College Record, Educational Evaluation and Policy Analysis, Content-driven instructional reform in Community School District The TIMSS videotape classroom study: Methods andfindingsfrom an exploratory research project on eighth-grade mathematics instruction in Germany, Japan, and the United States. The teaching gap. Teachers College Record, 102, 125-172. Teaching as the learning profession: Handbook of policy and practice Rousing minds to life: Teaching, learning, and schooling in social context. Teaching as the learning profession: Handbook of policy and practice Race and ethnicity in 2001: Attitudes, perceptions, and experiences.

PAGE 303

Reducing the risk: Schools as communities of support. Racism in the United States. Teachers who learn, kids who achieve: A look at schools with model professional development. Teachers College Record, Review of research in education What happens to the mathematics: A case study of the challenges facing refonn-oriented professional development. Inner-city schools, multiculturalism, and teacher education: A professional journey.