Districtwide Instructional Reform
Using Sociocultural Theory to Link Professional Learning to Organizational Support
Datos Bibliográficos
| ID | 11366643 |
|---|---|
| Autores | Chrysan Gallucci (University of Washington, autor de correspondencia) |
| Año | 2008 |
| Volumen | 114 |
| Número | 4 |
| Páginas | 541-581 |
| Fecha de publicación | 2008-08-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | American Journal of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Editorial | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/589314 |
| OpenAlex | W2133161452 |
| Idioma | EN |
| Citas recibidas | 22 |
| Referencias citadas | 61 |
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 teachers and for school and district leaders. This article engages questions about organizational support for professional learning in the context of reform initiatives. A theoretical lens—called the Vygotsky Space—is used to analyze case study data from a reforming urban school district located in the Pacific Northwest. A job‐embedded professional development structure called the Elementary Studio/Residency Model is explored in depth as are the learning processes of one participating teacher. The teacher’s professional learning experiences are then connected with leadership actions and institutional supports for learning. The relationship between organizational change and district leaders’ attention to practitioner learning and innovation is discussed
Instructional design · Knowledge management · Link (geometry · Mathematics education · Organizational change · Organizational commitment · Organizational learning · Pedagogy · Perceived organizational support · Political science · Professional development · Public relations · Sociocultural evolution · Sociology · Computer Science · Education Systems and Policy · Innovative Education and Learning Practices · Psychology · Social Psychology · Teacher Education and Leadership Studies
Uncovering changes in university teachers’ professional networks during an instructional development program
Teacher needs for data-related professional learning
What Do Today's Teachers Want (And Not Want) From Teacher Leaders
Leading cooperative professional development in educational reform at school, local and regional levels
Accomplishing System Reforms by Minding the Details
How Can Organizational and Sociocultural Learning Theories Shed Light on District Instructional Reform
District Central Offices as Learning Organizations
Learning to Support Improvement—Next Steps for Research on District Practice
Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development
Implementing along a Continuum
District Reform and the Learning Sciences
Beyond Funding
Sociocultural Theory as a Lens to Understand Organizational Learning
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
A University and District Esol Partnership
Instructional Coaching
From Interpretation to Instructional Practice
Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended
Understanding Science Teacher Learning as Situated in Organizational Contexts
Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning
Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education
Seeking New Perspectives on the Development of Teacher Education
Behavioral Theory of the Firm
Bounded Rationality and Organizational Learning
Cognition and Policy Implementation
Case Study Research
Chapter 6
Observing sociocultural activity on three planes
Reconstructing Conceptions of Local Capacity
Getting to Scale with Good Educational Practice
The Persistence of Privacy
Bridging Epistemologies
External reform initiatives and teachers' efforts to reconstruct their practice
Collective Sensemaking about Reading
Organizational Learning
Sensemaking in Organizations
Organizational Learning and Communities-of-Practice
A Dynamic Theory of Organizational Knowledge Creation
Expansive Learning at Work
Practice-Based Theorizing on Learning and Knowing in Organizations
Activity theory and individual and social transformation
Embodied Practices of Engineering Work
Development through participation in sociocultural activity
The Road to Participation
Developing understanding of the idea of communities of learners
Systemic school reform
Educational Policy Implementation in a Shifting Political Climate
State Policy and the Non-Monolithic Nature of the Local School District
Norms of Collegiality and Experimentation
Schoolteacher
Teachers’ Professional Community in Restructuring Schools
Talking about machines
Reconstructing Technologies as Social Practice
Organizational Learning
Situated Learning
Forms of Capital and the Construction of Leadership
School Teacher
| Obras citantes distintas | 22 |
|---|---|
| Citas por año | 1,22 |
| Intervalo de citas | 2008 - 2025 (18) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 22 |