Megin Charner-Laird
Biographic Data
| ID | 1606495 |
|---|---|
| NAME | Megin Charner-Laird |
| GIVEN NAMES | Megin |
| FAMILY NAME | Charner-Laird |
| SIGNATURE | CHARNER-LAIRD M |
| AFFILIATIONS | Salem State University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Innovation in a Context of Accountability: A Study of Educators’ Experiences in a Massachusetts Innovation School
The Massachusetts Innovation Schools initiative authorized educators to operate with increased autonomy and flexibility. This descriptive case study examines the early experiences of teachers in one innovation school. We explore the innovations teachers leveraged to build capacity, with particular attention to how they enacted teacher leadership and deployed new structures for professional collaboration. Findings suggest that the broader neoliber…
Gauging Goodness of Fit: Teachers’ Responses to Their Instructional Teams in High-Poverty Schools
Teacher teams are increasingly common in urban schools. In this study, we analyze teachers’ responses to teams in six high-poverty schools. Teachers used two criteria to assess teams’ goodness of fit in meeting the demands of their work: whether their teams helped them teach better and whether the team contributed to a better school. Their responses differed notably by school, depending largely on the principal’s approach to implementation. In th…
Effective Teaching/Effective Urban Teaching: Grappling with Definitions, Grappling with Difference
This article considers the ways in which 17 novice teachers define and describe effective urban teaching and the stark contrasts that these teachers draw between effective urban teaching and effective teaching. The authors find that descriptions of students played a considerable role when participants made distinctions between effective teaching and effective urban teaching. These teachers defined the two types of teaching largely in terms of per…
Effective Teaching/Effective Urban Teaching: Grappling with Definitions, Grappling with Difference
This article considers the ways in which 17 novice teachers define and describe effective urban teaching and the stark contrasts that these teachers draw between effective urban teaching and effective teaching. The authors find that descriptions of students played a considerable role when participants made distinctions between effective teaching and effective urban teaching. These teachers defined the two types of teaching largely in terms of per…
Gauging Goodness of Fit: Teachers’ Responses to Their Instructional Teams in High-Poverty Schools
Teacher teams are increasingly common in urban schools. In this study, we analyze teachers’ responses to teams in six high-poverty schools. Teachers used two criteria to assess teams’ goodness of fit in meeting the demands of their work: whether their teams helped them teach better and whether the team contributed to a better school. Their responses differed notably by school, depending largely on the principal’s approach to implementation. In th…
Effective Teaching/Effective Urban Teaching: Grappling with Definitions, Grappling with Difference
This article considers the ways in which 17 novice teachers define and describe effective urban teaching and the stark contrasts that these teachers draw between effective urban teaching and effective teaching. The authors find that descriptions of students played a considerable role when participants made distinctions between effective teaching and effective urban teaching. These teachers defined the two types of teaching largely in terms of per…
Gauging Goodness of Fit: Teachers’ Responses to Their Instructional Teams in High-Poverty Schools
Teacher teams are increasingly common in urban schools. In this study, we analyze teachers’ responses to teams in six high-poverty schools. Teachers used two criteria to assess teams’ goodness of fit in meeting the demands of their work: whether their teams helped them teach better and whether the team contributed to a better school. Their responses differed notably by school, depending largely on the principal’s approach to implementation. In th…
Innovation in a Context of Accountability: A Study of Educators’ Experiences in a Massachusetts Innovation School
The Massachusetts Innovation Schools initiative authorized educators to operate with increased autonomy and flexibility. This descriptive case study examines the early experiences of teachers in one innovation school. We explore the innovations teachers leveraged to build capacity, with particular attention to how they enacted teacher leadership and deployed new structures for professional collaboration. Findings suggest that the broader neoliber…
Pedagogy (3 works) · Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Political science (2 works) · Psychology (2 works) · Teacher Education and Leadership Studies (2 works) · Accountability (1 works) · Computer Science (1 works) · Context (archaeology) (1 works)