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206
Teacher professional development, technology, and Communities of practice: Are we putting the cart before the horse
- The Information Society
, 2003
"... Practice, then, both shapes and supports learning. We wouldn’t need to labor this point so heavily were it not that unenlightened teaching and training often pulls in the opposite direction. Brown & Duguid (2000, p. 129) Over the past decade, education reform and teacher training projects have s ..."
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Cited by 72 (2 self)
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Practice, then, both shapes and supports learning. We wouldn’t need to labor this point so heavily were it not that unenlightened teaching and training often pulls in the opposite direction. Brown & Duguid (2000, p. 129) Over the past decade, education reform and teacher training projects have spent a great deal of effort to create and support sustainable, scalable online communities of education professionals. For the most part, those communities have been created in isolation from the existing local professional communities within which the teachers practice. We argue that focusing on online technology solely as a mechanism to deliver training and/or create online networks places the cart before the horse by ignoring the Internet’s even greater potential to help support and strengthen local communities of practice within which teachers work. In this paper, we seek guideposts to help education technologists understand the nature of local K-12 education communities of practice—specifically their reciprocal relationship with teacher professional development and instructional improvement interventions—as a prerequisite to designing online sociotechnical infrastructure that supports the professional growth of education professionals.
How Can Comprehensive School Reform Models Be Successfully Implemented
- Review of Educational Research
, 2002
"... Comprehensive school reform, or CSR, a currently a popular approach to school improvement, is intended to foster schoolwide change that affects all aspects of schooling (e.g., curriculum, instruction, organization, professional development, and parent involvement). Federal, state, and local legislat ..."
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Cited by 63 (0 self)
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Comprehensive school reform, or CSR, a currently a popular approach to school improvement, is intended to foster schoolwide change that affects all aspects of schooling (e.g., curriculum, instruction, organization, professional development, and parent involvement). Federal, state, and local legislation and funding have supported CSR implementation, and in 1997 Congress enacted the Comprehensive School Reform Demonstration program, which gives finan-cial support to schools adopting such reforms. This article reviews and syn-thesizes the literature that documents CSR implementation, positing that the more specific, consistent, authoritative, powerful, and stable a policy is, the stronger its implementation will be. It finds that all five policy attributes con-tribute to implementation; in particular, specificity is related to implementation fidelity, power to immediate implementation effects, and consistency, author-ity, and stability to long-lasting change.
Evolution of an online education community of practice
- In K. A. Renninger & W. Shumar (Eds.), Building
, 2002
"... [Teachers] have no time to work with or observe other teachers; they experience occasional hit-and-run workshops that are usually unconnected to their work and immediate problems of practice. [Effective professional development cannot] be adequately cultivated without the development of more substan ..."
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Cited by 54 (9 self)
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[Teachers] have no time to work with or observe other teachers; they experience occasional hit-and-run workshops that are usually unconnected to their work and immediate problems of practice. [Effective professional development cannot] be adequately cultivated without the development of more substantial professional discourse and engagement in communities of practice. — Darling-Hammond & Ball (1997) One important role for technologies is as the backbone for an invigorated, vibrant professional community among educators. This will not happen, however, without considerable effort to design the technologies and the social structure of their use with this objective made explicit. — Hawkins (1996) The concept of community of practice has become a major theme of teacher professional development (TPD) research and practice. Advocates argue that communities of practice (CoPs) can be powerful catalysts for enabling teachers to improve their practice
Sustainability of Teacher Implementation of School-Based Mental Health Programs
- Journal of Abnormal Child Psychology
"... Evidence-based prevention and intervention programs are increasingly being implemented in schools and it therefore is becoming increasingly important to understand the complexities of program implementation under real-world conditions. Much research has focused on the contextual factors that influen ..."
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Cited by 48 (0 self)
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Evidence-based prevention and intervention programs are increasingly being implemented in schools and it therefore is becoming increasingly important to understand the complexities of program implementation under real-world conditions. Much research has focused on the contextual factors that influence program implementation but less work has attempted to provide an integrated understanding of mechanisms (e.g., teacher-training processes) that affect teachers ’ program implementation. In this paper, we review literature on factors related to teachers ’ implementation of school-based prevention and intervention programs, then from this review abstract what we believe are four basic ingredients that characterize potentially sustainable teacher-implemented classroom programs. Finally, we present a sequential model, based on these ingredients, of the naturalistic processes underlying sustainability of teachers ’ program implementation and describe how this sustainability can be enhanced through provision of teacher training and performance feedback from a classroom consultant. KEY WORDS: program sustainability; program implementation; school-based mental health; teacher training. There is substantial evidence indicating that, when properly developed and implemented, school-based men-tal health programs can produce positive effects on chil-dren’s behavioral and emotional functioning (Durlak &
Tracking the Processes of Change in US Undergraduate Education in Science, Mathematics, Engineering, and Technology
, 2001
"... This paper describes some features in the changing landscape of activities ..."
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Cited by 43 (0 self)
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This paper describes some features in the changing landscape of activities
Leadership for the 21st century: Breaking the bonds of dependency.”
- Educational Leadership
, 1998
"... Overload and vulnerability make it difficult for reformminded principals to think outside the box. But a new mindset and four guidelines for action can help them truly lead. Wanted: A miracle worker who can do more with less, pacify rival groups, endure chronic second-guessing, tolerate low levels ..."
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Cited by 32 (0 self)
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Overload and vulnerability make it difficult for reformminded principals to think outside the box. But a new mindset and four guidelines for action can help them truly lead. Wanted: A miracle worker who can do more with less, pacify rival groups, endure chronic second-guessing, tolerate low levels of support, process large volumes of paper and work double shifts (75 nights a year out). He or she will have carte blanche to innovate, but cannot spend much money, replace any personnel, or upset any constituency. 1 The job of the principal or any educational leader has become increasingly complex and constrained. Principals find themselves locked in with less and less room to maneuver. They have become more and more dependent on context. At the very time that proactive leadership is essential, principals are in the least favorable position to provide it. They need a new mindset and guidelines for action to break through the bonds of dependency that have entrapped those who want to make a difference in their schools. The Context for Dependency Dependency is created by two interrelated conditions: overload and corresponding vulnerability to packaged solutions. First, the system fosters dependency on the part of principals. The role of principals in implementing innovations more often than not consists of being on the receiving end of externally initiated changes. The constant bombardment of new tasks and the continual interruptions keep principals off balance. Not only are the demands fragmented and incoherent, but even good ideas have a short shelf life as initiatives are dropped in favor of the latest new
Our designs and the social agendas they carry
- Journal of the Learning Sciences
, 2007
"... Carspecken for their valuable contributions to our thinking and to the evolution of this manuscript. ..."
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Cited by 26 (3 self)
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Carspecken for their valuable contributions to our thinking and to the evolution of this manuscript.
Organizational strategies for promoting instructional change: Implementation dynamics in schools working with comprehensive school reform providers
- American Educational Research Journal
, 2007
"... This article develops a conceptual framework for studying how three compre-hensive school reform (CSR) programs organized schools for instructional change and how the distinctive strategies they pursued affected implementation outcomes. The conceptual model views the Accelerated Schools Project as u ..."
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Cited by 20 (1 self)
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This article develops a conceptual framework for studying how three compre-hensive school reform (CSR) programs organized schools for instructional change and how the distinctive strategies they pursued affected implementation outcomes. The conceptual model views the Accelerated Schools Project as using a system of cultural control to produce instructional change, the America's Choice program as using a model of professional control, and the Success for All program as using a model of procedural control. Predictable differences in pat-terns of organizing for instructional improvement emerged across schools work-ing with these three programs, and these patterns were found to be systematically related to patterns of program implementation. In particular, the two CSR pro-grams that were organized to produce instructional standardization produced higher levels of instructional change in the schools where they worked. The results of the study suggest organizational strategies program developers can use to obtain implementation fidelity in instructional change initiatives.
Opening up the black box: Literacy instruction in schools participating in three comprehensive school reform programs
- American Educational Research Journal
, 2007
"... Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at. ..."
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Cited by 16 (2 self)
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Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at.
High school reform and Black male students: Limits and possibilities of policy and practice
- Urban Education
, 2003
"... An infusion of federal funding and philanthropic support for high schools has sparked an unprecedented number of educational reforms. Still, few initiatives confront the unique conditions facing Black male students. Despite efforts to reform ineffective schools and foster academic achievement for al ..."
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Cited by 15 (2 self)
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An infusion of federal funding and philanthropic support for high schools has sparked an unprecedented number of educational reforms. Still, few initiatives confront the unique conditions facing Black male students. Despite efforts to reform ineffective schools and foster academic achievement for all students, there continues to be a lingering gap between affluent and poor as well as White and Black subgroups. This article explores the complexities of these issues. The authors examine the negative effects of intractable social barriers such as poverty and ineffective schooling. They suggest that currents trends reflect responsible approaches to reform but that the potential role of Black teachers has not been fully explored.