Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Chrysan Gallucci"'
Autor:
Chrysan Gallucci
Publikováno v:
Education Policy Analysis Archives, Vol 11, p 35 (2003)
This paper evaluates the usefulness of a sociocultural approach for analyzing teachers’ responses to the professional learning demands of standards-based reform policies. A policy-oriented case study of the practice of six elementary teachers who w
Externí odkaz:
https://doaj.org/article/1fb3f3512fe94f4f81542915e90a47d6
Publikováno v:
Improving Schools and Educational Systems ISBN: 9781003419471
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5311e64656d9e1cffde56e5a38743408
https://doi.org/10.4324/9781003419471-12
https://doi.org/10.4324/9781003419471-12
Autor:
Chrysan Gallucci
Publikováno v:
The New Educator. 13:96-101
This special issue explores the relationship between practice-based research and the work of teacher leaders. Although teachers are called on with increasing regularity to share leadership in our nation’s districts and schools, it is not clear how
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8117e68919a9ffddcc9da3c493400fee
https://doi.org/10.1080/1547688x.2016.1237695
https://doi.org/10.1080/1547688x.2016.1237695
Publikováno v:
American Educational Research Journal. 47:919-963
Instructional coach initiatives aimed at teachers’ professional development are expanding in reforming school districts across the United States. This study addresses the lack of research regarding the professional development of instructional coac
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b7c42082e04a3baa90c69701beda0700
https://doi.org/10.3102/0002831210371497
https://doi.org/10.3102/0002831210371497
Publikováno v:
Journal of Teacher Education. 61:451-463
Teacher education programs in the United States face a variety of new accountability policies at both the federal and the state level. Many of these policies carry high-stakes implications for students and programs and involve some of the same challe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e1025bf45c9a633a2dd1aea6db955e61
https://doi.org/10.1177/0022487109354520
https://doi.org/10.1177/0022487109354520
Publikováno v:
Educational Research Review. 4:16-25
Pressures for change in the field of teacher education are escalating significantly as part of systemic education reform initiatives in a broad spectrum of economically developed and developing nations. Considering these pressures, it is surprising t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1648a98a419e0d22ddbd1efa43580764
https://doi.org/10.1016/j.edurev.2008.06.001
https://doi.org/10.1016/j.edurev.2008.06.001
Autor:
Chrysan Gallucci
Publikováno v:
American Journal of Education. 114:541-581
No Child Left Behind Act accountability pressures and calls to close achievement gaps between groups of students have challenged school districts to achieve systemwide instructional improvement. These policies create learning challenges for classroom
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2de69977ad8c232715d1c657ecb35a38
https://doi.org/10.1086/589314
https://doi.org/10.1086/589314
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 109:2601-2641
Purpose This paper explores an instructive case in which two potentially opposed reform theories converge on schools, in order to understand how productively or unproductively the two theories coexist. We attempt to answer the following questions: Ca
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::749967a21af5537fa47ab562e6c1f56f
https://doi.org/10.1177/016146810710901201
https://doi.org/10.1177/016146810710901201
Publikováno v:
Research and Practice for Persons with Severe Disabilities. 29:135-143
We studied parents' perceptions of the effects of their nondisabled child's participation in a classroom in which a child with severe disabilities was enrolled full time. Survey responses from 389 parents indicated that they generally perceived their
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::51a29094c045d8c4829a98a34e447015
https://doi.org/10.2511/rpsd.29.2.135
https://doi.org/10.2511/rpsd.29.2.135
Publikováno v:
Journal of the Association for Persons with Severe Handicaps. 21:194-205
Qualitative research methods were used to conduct a study of an inclusion program at a junior high school in which typically developing students assisted and supported students with moderate and severe disabilities as they attended general education
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::088da65fe607ce277c9e1955a151126d
https://doi.org/10.1177/154079699602100408
https://doi.org/10.1177/154079699602100408