Rachel A Lotan
Biographic Data
| ID | 253398 |
|---|---|
| NAME | Rachel A Lotan |
| GIVEN NAMES | Rachel A |
| FAMILY NAME | Lotan |
| SIGNATURE | LOTAN R A |
| AFFILIATIONS | Stanford University |
| ORCID | 0000-0002-7725-5605 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 83 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Building equitable, excellent, and democratic classrooms around the world
Complex Instruction in heterogeneous schools
A Balancing Act
Dilemmas abound in the design, implementation, analysis, and interpretation of the outcomes of a summative performance assessment of teaching when used for licensing, for individual and program evaluation, and for accountability purposes. In this article, we explore the impact of the Performance Assessment for California Teachers (PACT) on the Stanford Teacher Education Program (STEP). Specifically, we explore ways in which this high-stakes asses…
Teaching Teachers to Build Equitable Classrooms
Whether they are the outcome of global immigration trends, residential living patterns, or educational reform efforts such as detracking, heterogeneous classrooms pose considerable pedagogical challenges for educators. This article describes a systemic approach to restructuring the classroom with the goal of establishing and maintaining an equitable environment by creating curriculum, instruction, and assessments deliberately and purposefully to …
Complex instruction
1999). Complex instruction: Equity in cooperative learning classrooms. Theory Into Practice: Vol. 38, Building Community Through Cooperative Learning, pp. 80-86
Producing Equal-Status Interaction in the Heterogeneous Classroom
Emphasis on tracking and ability grouping as sources of inequality and as goals for reform ignores processes of stratification within heterogeneous classrooms. Research literature on effects of classroom status inequality is reviewed. The article presents a test of two interventions derived from expectation states theory and designed to counteract the process of stratification in classrooms using academically heterogeneous small groups. The desig…
Strangers in Paradise
The literature on the Kibbutz is large and sprawling. This stands in marked contrast to the intimacy and proximity of the individuals who have actually participated in the life of the Kibbutz. In this quite remarkable work, David Mittelberg succeeds in capturing the specific life styles and aspirations of the Kibbutzniks. And he does so by integrating this within the broad and rich traditions of the sociology of culture and religion. Strangers in…
Teacher as supervisor of complex technology
1990). Teacher as supervisor of complex technology. Theory Into Practice: Vol. 29, Metaphors We Learn By, pp. 78-84
Can Classrooms Learn
Classrooms are conceptualized as collectives with variable properties, such as the differentiation of the instructional technology, delegation of authority, and interdependence of work arrangements. Class members' achievement is seen as an outcome of the operation of these variables. Testing hypotheses derived from contingency theory in organizational sociology, the authors related, under conditions of task uncertainty, measures of differentiatio…
Producing Equal-Status Interaction in the Heterogeneous Classroom
Emphasis on tracking and ability grouping as sources of inequality and as goals for reform ignores processes of stratification within heterogeneous classrooms. Research literature on effects of classroom status inequality is reviewed. The article presents a test of two interventions derived from expectation states theory and designed to counteract the process of stratification in classrooms using academically heterogeneous small groups. The desig…
Complex instruction
1999). Complex instruction: Equity in cooperative learning classrooms. Theory Into Practice: Vol. 38, Building Community Through Cooperative Learning, pp. 80-86
Can Classrooms Learn
Classrooms are conceptualized as collectives with variable properties, such as the differentiation of the instructional technology, delegation of authority, and interdependence of work arrangements. Class members' achievement is seen as an outcome of the operation of these variables. Testing hypotheses derived from contingency theory in organizational sociology, the authors related, under conditions of task uncertainty, measures of differentiatio…
Teaching Teachers to Build Equitable Classrooms
Whether they are the outcome of global immigration trends, residential living patterns, or educational reform efforts such as detracking, heterogeneous classrooms pose considerable pedagogical challenges for educators. This article describes a systemic approach to restructuring the classroom with the goal of establishing and maintaining an equitable environment by creating curriculum, instruction, and assessments deliberately and purposefully to …
A Balancing Act
Dilemmas abound in the design, implementation, analysis, and interpretation of the outcomes of a summative performance assessment of teaching when used for licensing, for individual and program evaluation, and for accountability purposes. In this article, we explore the impact of the Performance Assessment for California Teachers (PACT) on the Stanford Teacher Education Program (STEP). Specifically, we explore ways in which this high-stakes asses…
Can Classrooms Learn
Classrooms are conceptualized as collectives with variable properties, such as the differentiation of the instructional technology, delegation of authority, and interdependence of work arrangements. Class members' achievement is seen as an outcome of the operation of these variables. Testing hypotheses derived from contingency theory in organizational sociology, the authors related, under conditions of task uncertainty, measures of differentiatio…
Strangers in Paradise
The literature on the Kibbutz is large and sprawling. This stands in marked contrast to the intimacy and proximity of the individuals who have actually participated in the life of the Kibbutz. In this quite remarkable work, David Mittelberg succeeds in capturing the specific life styles and aspirations of the Kibbutzniks. And he does so by integrating this within the broad and rich traditions of the sociology of culture and religion. Strangers in…
Teacher as supervisor of complex technology
1990). Teacher as supervisor of complex technology. Theory Into Practice: Vol. 29, Metaphors We Learn By, pp. 78-84
Producing Equal-Status Interaction in the Heterogeneous Classroom
Emphasis on tracking and ability grouping as sources of inequality and as goals for reform ignores processes of stratification within heterogeneous classrooms. Research literature on effects of classroom status inequality is reviewed. The article presents a test of two interventions derived from expectation states theory and designed to counteract the process of stratification in classrooms using academically heterogeneous small groups. The desig…
Complex instruction
1999). Complex instruction: Equity in cooperative learning classrooms. Theory Into Practice: Vol. 38, Building Community Through Cooperative Learning, pp. 80-86
Teaching Teachers to Build Equitable Classrooms
Whether they are the outcome of global immigration trends, residential living patterns, or educational reform efforts such as detracking, heterogeneous classrooms pose considerable pedagogical challenges for educators. This article describes a systemic approach to restructuring the classroom with the goal of establishing and maintaining an equitable environment by creating curriculum, instruction, and assessments deliberately and purposefully to …
A Balancing Act
Dilemmas abound in the design, implementation, analysis, and interpretation of the outcomes of a summative performance assessment of teaching when used for licensing, for individual and program evaluation, and for accountability purposes. In this article, we explore the impact of the Performance Assessment for California Teachers (PACT) on the Stanford Teacher Education Program (STEP). Specifically, we explore ways in which this high-stakes asses…
Complex Instruction in heterogeneous schools
Building equitable, excellent, and democratic classrooms around the world
Sociology (8 works) · Mathematics education (7 works) · Psychology (7 works) · Pedagogy (6 works) · Political science (5 works) · Teacher Education and Leadership Studies (3 works) · Academic achievement (2 works) · Computer Science (2 works) · Cultural pluralism (2 works) · Curriculum (2 works)