Joan E Talbert
Biographic Data
| ID | 331192 |
|---|---|
| NAME | Joan E Talbert |
| GIVEN NAMES | Joan E |
| FAMILY NAME | Talbert |
| SIGNATURE | TALBERT J E |
| AFFILIATIONS | Stanford University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 59 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 3 |
Conceptions of Evidence Use in School Districts: Mapping the Terrain
Current policies place unprecedented demands on districts to use evidence to guide their educational improvement efforts. How districts respond is likely to be influenced by how individuals in the district conceptualize what it means to use evidence in their ongoing work. This study draws on sensemaking and institutional theory to investigate how individuals in one urban school district conceive of evidence‐based practice. The study develops grou…
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: I. Nels:88 Mathematics Achievement
Haggai Kupermintz, Michele M. Ennis, Laura S. Hamilton, Joan E. Talbert, Richard E. Snow, Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: I. NELS:88 Mathematics Achievement, American Educational Research Journal, Vol. 32, No. 3 (Autumn, 1995), pp. 525-554
In Dedication: Leigh Burstein
This study demonstrates that the validity and usefulness of mathematics achievement tests can be improved by defining psychologically meaningful subscores that yield differential relations with student, teacher, and school variables. The NELS:88 8th- and 10th-grade math tests were subjected to full information item factor analysis. Math knowledge and math reasoning factors were distinguished at both grade levels. Regression analyses showed that s…
Teacher Professionalism in Local School Contexts
This study analyzes teacher professionalism as an outcome of collegial interaction in local schools contexts. Evidence from a multiyear study in 16 diverse high schools supports the argument that high school departments, schools, and districts play a role in supporting or undermining teacher professionalism--in particular, a shared technical culture, strong service ethic, and professional commitment. The data suggest that professionalism evolves …
Who Pays for Student Diversity? Population Changes and Educational Policy
School Change: Lessons from the Field
The Staging of Teachers' Careers: An Institutional Perspective
This study assesses the argument that grade-school teachers' work careers are staged by gender-specific career models established in the institutional environment. Data for individuals who were primary-secondary teachers in 1965 and/or in 1970 show the labor force demographics and the individual career patterns predicted by an institutional view of career staging. Research on teachers' career patterns under varying labor-market conditions and on …
Wage-Attainment Processes: The Retail Clerk Case
Status-attainment and organizations literatures are integrated to develop a model of intraoccupational wage attainment using opensystems theory of organizations to specify structural parameters of the wage-attainment process. We analyze the effects of personal characteristics and organization structure on wages of retail clerks within one labor market. While sex and marital status show wage effects in dependent of work context, the data support o…
Conceptions of Evidence Use in School Districts: Mapping the Terrain
Current policies place unprecedented demands on districts to use evidence to guide their educational improvement efforts. How districts respond is likely to be influenced by how individuals in the district conceptualize what it means to use evidence in their ongoing work. This study draws on sensemaking and institutional theory to investigate how individuals in one urban school district conceive of evidence‐based practice. The study develops grou…
Teacher Professionalism in Local School Contexts
This study analyzes teacher professionalism as an outcome of collegial interaction in local schools contexts. Evidence from a multiyear study in 16 diverse high schools supports the argument that high school departments, schools, and districts play a role in supporting or undermining teacher professionalism--in particular, a shared technical culture, strong service ethic, and professional commitment. The data suggest that professionalism evolves …
Wage-Attainment Processes: The Retail Clerk Case
Status-attainment and organizations literatures are integrated to develop a model of intraoccupational wage attainment using opensystems theory of organizations to specify structural parameters of the wage-attainment process. We analyze the effects of personal characteristics and organization structure on wages of retail clerks within one labor market. While sex and marital status show wage effects in dependent of work context, the data support o…
The Staging of Teachers' Careers: An Institutional Perspective
This study assesses the argument that grade-school teachers' work careers are staged by gender-specific career models established in the institutional environment. Data for individuals who were primary-secondary teachers in 1965 and/or in 1970 show the labor force demographics and the individual career patterns predicted by an institutional view of career staging. Research on teachers' career patterns under varying labor-market conditions and on …
Wage-Attainment Processes: The Retail Clerk Case
Status-attainment and organizations literatures are integrated to develop a model of intraoccupational wage attainment using opensystems theory of organizations to specify structural parameters of the wage-attainment process. We analyze the effects of personal characteristics and organization structure on wages of retail clerks within one labor market. While sex and marital status show wage effects in dependent of work context, the data support o…
The Staging of Teachers' Careers: An Institutional Perspective
This study assesses the argument that grade-school teachers' work careers are staged by gender-specific career models established in the institutional environment. Data for individuals who were primary-secondary teachers in 1965 and/or in 1970 show the labor force demographics and the individual career patterns predicted by an institutional view of career staging. Research on teachers' career patterns under varying labor-market conditions and on …
School Change: Lessons from the Field
Who Pays for Student Diversity? Population Changes and Educational Policy
Teacher Professionalism in Local School Contexts
This study analyzes teacher professionalism as an outcome of collegial interaction in local schools contexts. Evidence from a multiyear study in 16 diverse high schools supports the argument that high school departments, schools, and districts play a role in supporting or undermining teacher professionalism--in particular, a shared technical culture, strong service ethic, and professional commitment. The data suggest that professionalism evolves …
Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: I. Nels:88 Mathematics Achievement
Haggai Kupermintz, Michele M. Ennis, Laura S. Hamilton, Joan E. Talbert, Richard E. Snow, Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: I. NELS:88 Mathematics Achievement, American Educational Research Journal, Vol. 32, No. 3 (Autumn, 1995), pp. 525-554
In Dedication: Leigh Burstein
This study demonstrates that the validity and usefulness of mathematics achievement tests can be improved by defining psychologically meaningful subscores that yield differential relations with student, teacher, and school variables. The NELS:88 8th- and 10th-grade math tests were subjected to full information item factor analysis. Math knowledge and math reasoning factors were distinguished at both grade levels. Regression analyses showed that s…
Conceptions of Evidence Use in School Districts: Mapping the Terrain
Current policies place unprecedented demands on districts to use evidence to guide their educational improvement efforts. How districts respond is likely to be influenced by how individuals in the district conceptualize what it means to use evidence in their ongoing work. This study draws on sensemaking and institutional theory to investigate how individuals in one urban school district conceive of evidence‐based practice. The study develops grou…
Sociology (6 works) · Psychology (5 works) · Mathematics education (4 works) · Education Systems and Policy (3 works) · Pedagogy (3 works) · Political science (3 works) · Teacher Education and Leadership Studies (3 works) · Academic achievement (2 works) · Demographic economics (2 works) · Demography (2 works)