Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Stefanie K. Reinhorn"'
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 120:1-46
Background/ContextMany urban schools today look to instructional teams as a means to decrease professional isolation, promote teachers’ ongoing development, and substantially reduce well-documented variation in teachers’ effectiveness across clas
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bd8a4a6f2464485ef5c8eeadd6116e07
https://doi.org/10.1177/016146811812000502
https://doi.org/10.1177/016146811812000502
Autor:
Monica Ng, Susan Moore Johnson, Stefanie K. Reinhorn, Megin Charner-Laird, Matthew A. Kraft, John P. Papay
Publikováno v:
American Journal of Education. 123:553-584
Teacher teams are increasingly common in urban schools. In this study, we analyze teachers’ responses to teams in six high-poverty schools. Teachers used two criteria to assess teams’ goodness of fit in meeting the demands of their work: whether
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6ed3ea847d48c6d81a03240968ff6ddb
https://doi.org/10.1086/692663
https://doi.org/10.1086/692663
Publikováno v:
Educational Evaluation and Policy Analysis. 39:383-406
We studied how six high-performing, high-poverty schools in one large Massachusetts city implemented the state’s new teacher evaluation policy. The sample includes traditional, turnaround, restart, and charter schools, each of which had received th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::52858055806a3c258651242ca25b6b9d
https://doi.org/10.3102/0162373717690605
https://doi.org/10.3102/0162373717690605
Autor:
Susan Moore Johnson, Stefanie K. Reinhorn, Megin Charner-Laird, Monica Ng, Matthew A. Kraft, John P. Papay
Publikováno v:
Educational Administration Quarterly. 51:753-790
Purpose: We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers’ work in high-poverty, urban schools. We describe six schools’ organizational responses to these uncerta
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dc2974e1ec1f27b45bad923f25eaa2d3
https://doi.org/10.1177/0013161x15607617
https://doi.org/10.1177/0013161x15607617
Autor:
John P. Papay, Susan Moore Johnson, Megin Charner-Laird, Matthew A. Kraft, Monica Ng, Stefanie K. Reinhorn
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 116:1-50
Background/ContextMany strategies to improve failing urban schools rest on efforts to improve leadership within the school. Effective school-based leadership depends not only on the activities of the principal, but also on teachers’ efforts to addr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::37f3502d0426da66b559999fc0bbb970
https://doi.org/10.1177/016146811411601005
https://doi.org/10.1177/016146811411601005