Kay Mcclain
Dados Biográficos
| ID | 180274 |
|---|---|
| NOME | Kay Mcclain |
| PRENOMES | Kay |
| SOBRENOME | Mcclain |
| ASSINATURA | MCCLAIN K |
| AFILIAÇÕES | The Department of Teaching and Learning, Vanderbilt University, Box 330 Peabody College, 1930 South Drive, Nashville, TN 37203; . Her research interests include a focus on teacher change. In particular, she is researching the development and refinement of trajectories for teacher change in the context of professional teaching communities and the means of support for that change, including tools and artifacts |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 35 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2003 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2006 |
| ÍNDICE H | 1 |
The Collective Mediation of a High-Stakes Accountability Program
This article describes an analytic approach for situating teachers' instructional practices within the institutional settings of the schools and school districts in which they work. The approach treats instructional leadership and teaching as distributed activities and involves first delineating the communities of practice within a school or district whose enterprises are concerned with teaching and learning and then analyzing three types of inte…
Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
In this article, we describe an analytic approach for situating teachers’ instructional practices within the institutional settings of the schools and school districts in which they work. In doing so, we draw on an ongoing collaboration with a group of teachers in an urban school district to illustrate both the approach and its usefulness in guiding the development of analyses that feedback to inform such collaborations. The approach involves del…
Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
In this article, we describe an analytic approach for situating teachers’ instructional practices within the institutional settings of the schools and school districts in which they work. In doing so, we draw on an ongoing collaboration with a group of teachers in an urban school district to illustrate both the approach and its usefulness in guiding the development of analyses that feedback to inform such collaborations. The approach involves del…
Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
In this article, we describe an analytic approach for situating teachers’ instructional practices within the institutional settings of the schools and school districts in which they work. In doing so, we draw on an ongoing collaboration with a group of teachers in an urban school district to illustrate both the approach and its usefulness in guiding the development of analyses that feedback to inform such collaborations. The approach involves del…
The Collective Mediation of a High-Stakes Accountability Program
This article describes an analytic approach for situating teachers' instructional practices within the institutional settings of the schools and school districts in which they work. The approach treats instructional leadership and teaching as distributed activities and involves first delineating the communities of practice within a school or district whose enterprises are concerned with teaching and learning and then analyzing three types of inte…
Educational Assessment and Improvement (2 obras) · Educational leadership (2 obras) · Instructional leadership (2 obras) · Mathematics education (2 obras) · Pedagogy (2 obras) · Political science (2 obras) · Psychology (2 obras) · Public relations (2 obras) · School district (2 obras) · Sociology (2 obras)