Jason Margolis
Datos Biográficos
| ID | 6008317 |
|---|---|
| NOMBRE | Jason Margolis |
| NOMBRES | Jason |
| APELLIDO | Margolis |
| FIRMA | MARGOLIS J |
| AFILIACIONES | Washington State University Vancouver |
| VERIFICADO | No |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 2 |
| OBRAS COMO AUTOR | 7 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Spanners and enhancers
This study explores how the New York City Department of Education attempted to impact instruction and school quality through Teacher Career Pathways, a teacher leadership program. We apply Complexity Theory for Teacher Leadership (CTTL) to examine how teacher leaders may contribute to the improvement of stakeholder experiences and school quality. Using mixed methods, we compare schools with formal teacher leaders appointed into roles with targete…
The Semiformality of Teacher Leadership on the Edge of Chaos
In this article, Jason Margolis draws from complexity theory to explore the twenty-year negotiation between formal and informal teacher leadership in research and practice, making the case that there has been a drift toward a conception of semiformal teacher leadership in the field. Through both theory and examples, he illustrates how semiformal teacher leadership has the potential to afford school systems and educators both information and proce…
Do Teachers Need Structure or Freedom to Effectively Teach Urban Students? A Review of the Educational Debate
This article presents both sides of the debate as to whether urban teachers need structure or freedom, and then takes a stand on urban teaching in the current high-stakes assessment climate. First, we trace the 30-year development of American educational policy in the area of structuring teaching. Then, we present research from proponents of structuring the work of teaching, who argue that education, and particularly urban education, needs to be …
Teacher Leadership
In recent years, the federal role in educational reform and policy making has steadily increased, bringing with it new priorities, initiatives, and policies. Chief among them: districts, schools, a
What Do Today's Teachers Want (And Not Want) From Teacher Leaders
This article looks across six years of teacher leadership research to explore what today's teachers want (and don't want) from teacher leaders. A secondary analysis was conducted on volumes of teacher leader data, focused on teacher leader-teacher interactions, using a “justice” and “integrity”-oriented framework. Findings include patterns of teacher withdrawal or engagement with teacher leaders based on perceptions of how teacher leader time is …
Improving Relationships between Mentor Teachers and Student Teachers
This study reports on the impact of mentor teachers using an explicit pedagogy with their student teachers. Seven mentors participated in workshops before the school year started and received ongoing support throughout the year about how to explicitly teach student teachers the strategies and skills needed to be an effective teacher. Observations of the mentors in their classrooms and feedback from them through interviews and on-line communicatio…
New Teachers, High-Stakes Diversity, and the Performance-Based Conundrum
Improving Relationships between Mentor Teachers and Student Teachers
This study reports on the impact of mentor teachers using an explicit pedagogy with their student teachers. Seven mentors participated in workshops before the school year started and received ongoing support throughout the year about how to explicitly teach student teachers the strategies and skills needed to be an effective teacher. Observations of the mentors in their classrooms and feedback from them through interviews and on-line communicatio…
New Teachers, High-Stakes Diversity, and the Performance-Based Conundrum
New Teachers, High-Stakes Diversity, and the Performance-Based Conundrum
Improving Relationships between Mentor Teachers and Student Teachers
This study reports on the impact of mentor teachers using an explicit pedagogy with their student teachers. Seven mentors participated in workshops before the school year started and received ongoing support throughout the year about how to explicitly teach student teachers the strategies and skills needed to be an effective teacher. Observations of the mentors in their classrooms and feedback from them through interviews and on-line communicatio…
Teacher Leadership
In recent years, the federal role in educational reform and policy making has steadily increased, bringing with it new priorities, initiatives, and policies. Chief among them: districts, schools, a
What Do Today's Teachers Want (And Not Want) From Teacher Leaders
This article looks across six years of teacher leadership research to explore what today's teachers want (and don't want) from teacher leaders. A secondary analysis was conducted on volumes of teacher leader data, focused on teacher leader-teacher interactions, using a “justice” and “integrity”-oriented framework. Findings include patterns of teacher withdrawal or engagement with teacher leaders based on perceptions of how teacher leader time is …
Do Teachers Need Structure or Freedom to Effectively Teach Urban Students? A Review of the Educational Debate
This article presents both sides of the debate as to whether urban teachers need structure or freedom, and then takes a stand on urban teaching in the current high-stakes assessment climate. First, we trace the 30-year development of American educational policy in the area of structuring teaching. Then, we present research from proponents of structuring the work of teaching, who argue that education, and particularly urban education, needs to be …
The Semiformality of Teacher Leadership on the Edge of Chaos
In this article, Jason Margolis draws from complexity theory to explore the twenty-year negotiation between formal and informal teacher leadership in research and practice, making the case that there has been a drift toward a conception of semiformal teacher leadership in the field. Through both theory and examples, he illustrates how semiformal teacher leadership has the potential to afford school systems and educators both information and proce…
Spanners and enhancers
This study explores how the New York City Department of Education attempted to impact instruction and school quality through Teacher Career Pathways, a teacher leadership program. We apply Complexity Theory for Teacher Leadership (CTTL) to examine how teacher leaders may contribute to the improvement of stakeholder experiences and school quality. Using mixed methods, we compare schools with formal teacher leaders appointed into roles with targete…
Pedagogy (7 obras) · Psychology (6 obras) · Teacher Education and Leadership Studies (6 obras) · Mathematics education (5 obras) · Sociology (5 obras) · Educational leadership (4 obras) · Political science (4 obras) · Collaborative Teaching and Inclusion (3 obras) · Law (3 obras) · Public relations (3 obras)