Professional Communities and the Work of High School Teaching - Tapa blanda

McLaughlin, Milbrey W.; Talbert, Joan E.

 
9780226500713: Professional Communities and the Work of High School Teaching
Tapa blanda
ISBN 10: 0226500713 ISBN 13: 9780226500713
Editorial: University of Chicago Press, 2001

Sinopsis

American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. While many reformers look for change at the state or district level, the authors here argue that the most local contexts—schools, departments, and communities—matter the most to how well teachers perform in the classroom and how satisfied they are professionally. Their findings—based on one of the most extensive research projects ever done on secondary teaching—show that departmental cultures play a crucial role in classroom settings and expectations. In the same school, for example, social studies teachers described their students as "apathetic and unwilling to work," while English teachers described the same students as "bright, interesting, and energetic."

With wide-ranging implications for educational practice and policy, this unprecedented look into teacher communities is essential reading for educators, administrators, and all those concerned with U. S. High Schools.

"Sinopsis" puede pertenecer a otra edición de este libro.

Acerca del autor

Milbrey W. McLaughlin is the David Jacks Professor of Education and Public Policy, annd Joan E. Talbert is the senior research scholar at Stanford University, where they codirect the Center for Research on the Context of Teaching. With David Cohen, they are coauthors of Teaching For Understanding.

De la contraportada

American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. While many reformers look for change at the state or district level, the authors here argue that the most local contexts-schools, departments, and communities-matter the most to how well teachers perform in the classroom and how satisfied they are professionally. Their findings-based on one of the most extensive research projects ever done on secondary teaching-show that departmental cultures play a crucial role in classroom settings and expectations. In the same school, for example, social studies teachers described their students as "apathetic and unwilling to work," while English teachers described the same students as "bright, interesting, and energetic."

With wide-ranging implications for educational practice and policy, this unprecedented look into teacher communities is essential reading for educators, administrators, and all those concerned with U. S. high schools.

De la solapa interior

American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. While many reformers look for change at the state or district level, the authors here argue that the most local contexts-schools, departments, and communities-matter the most to how well teachers perform in the classroom and how satisfied they are professionally. Their findings-based on one of the most extensive research projects ever done on secondary teaching-show that departmental cultures play a crucial role in classroom settings and expectations. In the same school, for example, social studies teachers described their students as "apathetic and unwilling to work," while English teachers described the same students as "bright, interesting, and energetic."

With wide-ranging implications for educational practice and policy, this unprecedented look into teacher communities is essential reading for educators, administrators, and all those concerned with U. S. high schools.

"Sobre este título" puede pertenecer a otra edición de este libro.

Editorial
University of Chicago Press
Año de publicación
2001
Idioma
Inglés
ISBN 10 
0226500713
ISBN 13 
9780226500713
Encuadernación
Tapa blanda
Número de edición
2
Número de páginas
230
Contacto del fabricante
no disponible
Persona responsable
no disponible

Otras ediciones populares con el mismo título

9780226500706: Professional Communities and the Work of High School Teaching (Emersion: Emergent Village resources for communities of faith)

Edición Destacada

ISBN 10:  0226500705 ISBN 13:  9780226500706
Editorial: University of Chicago Press, 2001
Tapa dura