Michael S Knapp
Biographic Data
| ID | 1583891 |
|---|---|
| NAME | Michael S Knapp |
| GIVEN NAMES | Michael S |
| FAMILY NAME | Knapp |
| SIGNATURE | KNAPP M S |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 4 |
Building Systems of Support for Classroom Teachers Working With English Language Learners
Increasing numbers of English learner (EL) students and corresponding pressures to mainstream them mean that districts around the country are facing new challenges as they adapt to meet the needs of these students. For general education teachers, the challenges stem from a role shift in which they are now primarily responsible for the instructional needs of the EL students in their classrooms. This qualitative case study examined the assistance a…
This Issue
How Can Organizational and Sociocultural Learning Theories Shed Light on District Instructional Reform
This article explores how organizational and sociocultural learning theories can help us to understand the problem of system‐wide instructional reform in school districts. After briefly summarizing the central challenges facing leaders in such districts, the article reviews key ideas associated with each theoretical lens and considers how each lens can sharpen understanding of these challenges and how, viewed together, these organizational and so…
Teacher Mobility
This article summarizes the results of a 2-part study using both state databases and teacher surveys to examine teacher retention and mobility in Washington's teacher workforce. The first part of the research examined individual teacher records during a 5-year period. Statewide analyses were conducted, and 20 districts were selected for in-depth examination. Data were examined in relation to student demographics, measures of student learning, and…
Interprofessional Education and Training
Many universities are experimenting with interprofessional programs to better prepare professionals to tackle the complex problems faced by children and families. Universities face three major challenges: overcoming the compartmentalization of professional schools, which is then reflected in fragmentation of service delivery; learning to function as effective partners with communities; and reconceptualizing the nature of professional expertise to…
Rethinking the multiple perspectives approach to education policy analysis
(1997). Rethinking the multiple perspectives approach to education policy analysis: implications for policy‐practice connections. Journal of Education Policy: Vol. 12, No. 5, pp. 419-445
How Shall We Study Comprehensive, Collaborative Services for Children and Families
Researchers and evaluators confront difficult challenges in studying comprehensive, collaborative services for children and families. These challenges appear in the interaction of multiple professional perspectives, specification of independent and dependent variables, attribution of effects to causes, and sensitive nature of the programmatic treatment. Given limited knowledge about these complex interventions, they will best be understood throug…
University‐based preparation for collaborative interprofessional practice
Cumulative Effects at the Local Level
How Shall We Study Comprehensive, Collaborative Services for Children and Families
Researchers and evaluators confront difficult challenges in studying comprehensive, collaborative services for children and families. These challenges appear in the interaction of multiple professional perspectives, specification of independent and dependent variables, attribution of effects to causes, and sensitive nature of the programmatic treatment. Given limited knowledge about these complex interventions, they will best be understood throug…
Rethinking the multiple perspectives approach to education policy analysis
(1997). Rethinking the multiple perspectives approach to education policy analysis: implications for policy‐practice connections. Journal of Education Policy: Vol. 12, No. 5, pp. 419-445
How Can Organizational and Sociocultural Learning Theories Shed Light on District Instructional Reform
This article explores how organizational and sociocultural learning theories can help us to understand the problem of system‐wide instructional reform in school districts. After briefly summarizing the central challenges facing leaders in such districts, the article reviews key ideas associated with each theoretical lens and considers how each lens can sharpen understanding of these challenges and how, viewed together, these organizational and so…
Teacher Mobility
This article summarizes the results of a 2-part study using both state databases and teacher surveys to examine teacher retention and mobility in Washington's teacher workforce. The first part of the research examined individual teacher records during a 5-year period. Statewide analyses were conducted, and 20 districts were selected for in-depth examination. Data were examined in relation to student demographics, measures of student learning, and…
Cumulative Effects at the Local Level
Interprofessional Education and Training
Many universities are experimenting with interprofessional programs to better prepare professionals to tackle the complex problems faced by children and families. Universities face three major challenges: overcoming the compartmentalization of professional schools, which is then reflected in fragmentation of service delivery; learning to function as effective partners with communities; and reconceptualizing the nature of professional expertise to…
Cumulative Effects at the Local Level
University‐based preparation for collaborative interprofessional practice
How Shall We Study Comprehensive, Collaborative Services for Children and Families
Researchers and evaluators confront difficult challenges in studying comprehensive, collaborative services for children and families. These challenges appear in the interaction of multiple professional perspectives, specification of independent and dependent variables, attribution of effects to causes, and sensitive nature of the programmatic treatment. Given limited knowledge about these complex interventions, they will best be understood throug…
Rethinking the multiple perspectives approach to education policy analysis
(1997). Rethinking the multiple perspectives approach to education policy analysis: implications for policy‐practice connections. Journal of Education Policy: Vol. 12, No. 5, pp. 419-445
Interprofessional Education and Training
Many universities are experimenting with interprofessional programs to better prepare professionals to tackle the complex problems faced by children and families. Universities face three major challenges: overcoming the compartmentalization of professional schools, which is then reflected in fragmentation of service delivery; learning to function as effective partners with communities; and reconceptualizing the nature of professional expertise to…
Teacher Mobility
This article summarizes the results of a 2-part study using both state databases and teacher surveys to examine teacher retention and mobility in Washington's teacher workforce. The first part of the research examined individual teacher records during a 5-year period. Statewide analyses were conducted, and 20 districts were selected for in-depth examination. Data were examined in relation to student demographics, measures of student learning, and…
How Can Organizational and Sociocultural Learning Theories Shed Light on District Instructional Reform
This article explores how organizational and sociocultural learning theories can help us to understand the problem of system‐wide instructional reform in school districts. After briefly summarizing the central challenges facing leaders in such districts, the article reviews key ideas associated with each theoretical lens and considers how each lens can sharpen understanding of these challenges and how, viewed together, these organizational and so…
This Issue
Building Systems of Support for Classroom Teachers Working With English Language Learners
Increasing numbers of English learner (EL) students and corresponding pressures to mainstream them mean that districts around the country are facing new challenges as they adapt to meet the needs of these students. For general education teachers, the challenges stem from a role shift in which they are now primarily responsible for the instructional needs of the EL students in their classrooms. This qualitative case study examined the assistance a…
Sociology (7 works) · Political science (6 works) · Psychology (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Engineering (3 works) · Public relations (3 works) · Educational Assessment and Improvement (2 works) · Engineering ethics (2 works) · Evaluation and Performance Assessment (2 works)