Thomas Hatch
Biographic Data
| ID | 3828017 |
|---|---|
| NAME | Thomas Hatch |
| GIVEN NAMES | Thomas |
| FAMILY NAME | Hatch |
| SIGNATURE | HATCH T |
| AFFILIATIONS | Teachers College, Columbia University |
| ORCID | 0000-0001-6840-4106 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 118 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
The Role of External Support in Improving K-3 Reading Outcomes in New York City
This study documents the collective capacity of the external support providers working to improve K-3 reading outcomes in New York City. Interviews and social network surveys with a sample of the 112 providers at work in this “reading improvement sector” showed that they serve as a conduit for sharing reading-related resources and expertise throughout a large part of New York City. However, the collective impact of the sector remains limited beca…
Social networks and policy coherence: Administrators’ Common Core and teacher evaluation advice networks
In this study, we aim to deepen understanding of what it would take to develop the relationships, common understandings, and collective expertise that might support district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts, we find that administrators were more likely to be talking together about teacher evaluation than the…
New Schools in New York City: Incremental Changes in Transformative Initiatives in the 21st Century
Background: After the turn of the 21st century in New York City, mayor Michael Bloomberg launched major initiatives to open new small schools and new charter schools as a central piece of a strategy to transform schooling and produce dramatically better results. Although more than 550 new public schools and charter schools were established in New York City between 2003 and 2015, with some increases in graduation rates, the focus on new schools ha…
Expanding the boundaries of learning
Taking advantage of the possibilities for learning outside of school requires us to build on what we know about why it is so hard to sustain and scale up unconventional educational experiences within conventional schools. To illustrate the opportunities and challenges, Thomas Hatch describes a large-scale approach to project-based learning developed in a camp in New Hampshire and incorporated in a Brooklyn school, a trip-based program in Detroit,…
The Elusiveness of Equity: Evolution of Instructional Rounds in a Superintendents Network
The practice of instructional rounds is a recent innovation in educational administration, intended to support administrators’ understanding of instruction through the development of common language. This longitudinal study examines the rounds practice of a network of superintendents over 6 years to understand how rounds serves as a vehicle for addressing inequities in students’ educational experiences. Using Scott’s concept of normative, regulat…
Videos, pairs, and peers: What connects theory and practice in teacher education
Investigating the Role of Instructional Rounds in the Development of Social Networks and District-Wide Improvement
In this article, we explore how organizational routines involving instructional rounds—collective, structured observations and reflections on classroom practice—might contribute to the development of social networks among administrators and support a common, district-wide focus on instruction. Building on work on communities of practice, we consider some of the mechanisms through which rounds might contribute to the development of the relationshi…
Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: A Mixed-Methods Case Study
This study examined US high school social studies teachers' self-efficacy in teaching the federal budget, national debt and budget deficit prior to and after implementing a pilot curriculum on these topics. The authors examined 24 teachers' topical knowledge, inquiry-based instructional skills in democratic-dialogue-focused lessons and attitudes in civic engagement activities by using baseline and post-self-efficacy surveys, and interviews. The f…
Learning to Look Beyond the Boundaries of Representation: Using Technology to Examine Teaching (Overview for a Digital Exhibition: Learning From the Practice of Teaching)
[FIGURE 1 OMITTED] At first glance, the video tape of one day in Yvonne Hutchinson's classroom showed work that was effortless. Hutchinson calmly moved around among the ninth-grade students while they went over their homework and discussed their reading of A Call to Assembly, an autobiography of the jazz musician and professor Willie Ruff. There was some commotion in the classroom as Hutchinson organized a group discussion, but soon the students …
Learning From the Practice of Veteran and Novice Teachers: A Digital Exhibition
Improving Schools in Turbulent Times
Beyond finding sufficient funds and resources or implementing particular policies and programs, schools need to develop the capacity to overcome the constantly changing demands of an often turbulent educational environment. Drawing from studies of six schools that have maintained good reputations and records of performance over significant periods of time, this article describes three “internal” and three “external” practices that schools use to …
Crafting Coherence: How Schools Strategically Manage Multiple, External Demands
“Policy coherence” is an often cited but seldom achieved education policy goal. We argue that addressing this policy-practice gap requires a reconceptualization of coherence not as the objective alignment of external requirements but as a dynamic process. This article elaborates this re-conceptualization using theories of institutional and organizational change and empirical illustrations from literature on school reform and education policy impl…
Getting Beyond the “One Best System”?
Amid the growing debates over the globalization of schooling, the United States seems both to embrace and to defy the idea that there can be one model for education. Despite the absence of a national curriculum and despite significant control of education located in school districts, researchers and policymakers in the United States typically lament the limited number of distinct and successful approaches to education. Some have suggested that th…
The Usual Monkey Business: A Case of Repetition and Reform. A Response to Cheryl Craig’s“The Relationships Between and Among Teachers’ Narrative Knowledge, Communities of Knowing, and School Reform: A…
From The Monkey's Paw to monkey business, the story of reform at T. P. Yeager Middle School told by Cheryl Craig highlights both the tragic and frivolous elements of many school improvement efforts. But she is after even more. She seeks to tell this story through the words and metaphors of 4 characters-Howard, Charles, Bob, and Daryl-as a solution to the crisis of that bedevils many attempts to understand why school reform efforts fail. She impli…
Incoherence in the System: Three Perspectives on the Implementation of Multiple Initiatives in One District
This article examines what it takes for principals, district administrators, and members of improvement programs in one district to deal with the demands and expectations of multiple improvement initiatives. Their experiences demonstrate that many of the tasks of coordinating initiatives are not part of formal job descriptions, and they are taken on in addition to more explicit responsibilities for which incentives and rewards are much clearer. F…
Dilemmas of Theory, Design, and Practice in Curriculum and School Improvement: Editor's Introduction
The struggles over the curriculum in American schools are legion. From debates among colleges and employers over the appropriate preparation for life after high school to the daily negotiations between teachers and students over the learning activities in which they engage, curriculum is in question. But exactly what is the question? Often, questions of curriculum revolve around what courses should be offered and required. Yet, as so many histori…
The Differences in Theory That Matter in the Practice of School Improvement
School improvement efforts often create controversies and conflicts that can make success difficult if not impossible to achieve. This article suggests that differences in the theories of action held by different people and organizations involved in reform efforts may be a critical source of these conflicts. An analysis of the first 2 years of the ATLAS Communities Project—a collaboration of the Coalition of Essential Schools, Education Developme…
If the "Kids" Are Not "Alright," I'm "Clueless": "Response to a Review by Henry Giroux of the Movie "Kids
On the edge of school: Creating a new context for students' development
This chapter describes a self-directed after-school program that is based on equal participation and input from youths, teachers, and researchers
What’s Art Got To Do with It
Flinders and Eisner begin their article by justifying the use of educational criticism on the basis of two analogies: the researcher-as-critic and teaching-as-art. While not disputing that such comparisons can be useful and illuminating, I argue that they are neither sufficient nor necessary as an underlying basis for their approach. Hinders and Eisner present a clear discussion of the dimensions of educational criticism that demonstrates the pot…
Beyond the basics: Preschool children label objects flexibly at multiple hierarchical levels
Although preschoolers typically accept the basic level label for an object (e.g. dog ) and tend to resist all others (e.g. collie , animal ), this tendency is not inviolable. Under certain circumstances, children accept more than one label per object. In this experiment, with 20 three- and 20 four-year-old children, we extended this body of research in three ways. We examined (1) children's production of multiple, hierarchically related labels; (…
Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences
Educational Implications of the Theory of Multiple Intelligences
A new approach to the conceptualization and assessment of human intelligences is described. According to Gardner's Theory of Multiple Intelligences, each human being is capable of seven relatively independent forms of information processing, with individuals differing from one another in the specific profile of intelligences that they exhibit. The range of human intelligences is best assessed through contextually based, "intelligence-fair" instru…
Crafting Coherence: How Schools Strategically Manage Multiple, External Demands
“Policy coherence” is an often cited but seldom achieved education policy goal. We argue that addressing this policy-practice gap requires a reconceptualization of coherence not as the objective alignment of external requirements but as a dynamic process. This article elaborates this re-conceptualization using theories of institutional and organizational change and empirical illustrations from literature on school reform and education policy impl…
Educational Implications of the Theory of Multiple Intelligences
A new approach to the conceptualization and assessment of human intelligences is described. According to Gardner's Theory of Multiple Intelligences, each human being is capable of seven relatively independent forms of information processing, with individuals differing from one another in the specific profile of intelligences that they exhibit. The range of human intelligences is best assessed through contextually based, "intelligence-fair" instru…
Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences
Learning to Look Beyond the Boundaries of Representation: Using Technology to Examine Teaching (Overview for a Digital Exhibition: Learning From the Practice of Teaching)
[FIGURE 1 OMITTED] At first glance, the video tape of one day in Yvonne Hutchinson's classroom showed work that was effortless. Hutchinson calmly moved around among the ninth-grade students while they went over their homework and discussed their reading of A Call to Assembly, an autobiography of the jazz musician and professor Willie Ruff. There was some commotion in the classroom as Hutchinson organized a group discussion, but soon the students …
The Differences in Theory That Matter in the Practice of School Improvement
School improvement efforts often create controversies and conflicts that can make success difficult if not impossible to achieve. This article suggests that differences in the theories of action held by different people and organizations involved in reform efforts may be a critical source of these conflicts. An analysis of the first 2 years of the ATLAS Communities Project—a collaboration of the Coalition of Essential Schools, Education Developme…
Incoherence in the System: Three Perspectives on the Implementation of Multiple Initiatives in One District
This article examines what it takes for principals, district administrators, and members of improvement programs in one district to deal with the demands and expectations of multiple improvement initiatives. Their experiences demonstrate that many of the tasks of coordinating initiatives are not part of formal job descriptions, and they are taken on in addition to more explicit responsibilities for which incentives and rewards are much clearer. F…
The Elusiveness of Equity: Evolution of Instructional Rounds in a Superintendents Network
The practice of instructional rounds is a recent innovation in educational administration, intended to support administrators’ understanding of instruction through the development of common language. This longitudinal study examines the rounds practice of a network of superintendents over 6 years to understand how rounds serves as a vehicle for addressing inequities in students’ educational experiences. Using Scott’s concept of normative, regulat…
Investigating the Role of Instructional Rounds in the Development of Social Networks and District-Wide Improvement
In this article, we explore how organizational routines involving instructional rounds—collective, structured observations and reflections on classroom practice—might contribute to the development of social networks among administrators and support a common, district-wide focus on instruction. Building on work on communities of practice, we consider some of the mechanisms through which rounds might contribute to the development of the relationshi…
The Usual Monkey Business: A Case of Repetition and Reform. A Response to Cheryl Craig’s“The Relationships Between and Among Teachers’ Narrative Knowledge, Communities of Knowing, and School Reform: A…
From The Monkey's Paw to monkey business, the story of reform at T. P. Yeager Middle School told by Cheryl Craig highlights both the tragic and frivolous elements of many school improvement efforts. But she is after even more. She seeks to tell this story through the words and metaphors of 4 characters-Howard, Charles, Bob, and Daryl-as a solution to the crisis of that bedevils many attempts to understand why school reform efforts fail. She impli…
The Role of External Support in Improving K-3 Reading Outcomes in New York City
This study documents the collective capacity of the external support providers working to improve K-3 reading outcomes in New York City. Interviews and social network surveys with a sample of the 112 providers at work in this “reading improvement sector” showed that they serve as a conduit for sharing reading-related resources and expertise throughout a large part of New York City. However, the collective impact of the sector remains limited beca…
Videos, pairs, and peers: What connects theory and practice in teacher education
Learning From the Practice of Veteran and Novice Teachers: A Digital Exhibition
Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences
Educational Implications of the Theory of Multiple Intelligences
A new approach to the conceptualization and assessment of human intelligences is described. According to Gardner's Theory of Multiple Intelligences, each human being is capable of seven relatively independent forms of information processing, with individuals differing from one another in the specific profile of intelligences that they exhibit. The range of human intelligences is best assessed through contextually based, "intelligence-fair" instru…
Beyond the basics: Preschool children label objects flexibly at multiple hierarchical levels
Although preschoolers typically accept the basic level label for an object (e.g. dog ) and tend to resist all others (e.g. collie , animal ), this tendency is not inviolable. Under certain circumstances, children accept more than one label per object. In this experiment, with 20 three- and 20 four-year-old children, we extended this body of research in three ways. We examined (1) children's production of multiple, hierarchically related labels; (…
On the edge of school: Creating a new context for students' development
This chapter describes a self-directed after-school program that is based on equal participation and input from youths, teachers, and researchers
What’s Art Got To Do with It
Flinders and Eisner begin their article by justifying the use of educational criticism on the basis of two analogies: the researcher-as-critic and teaching-as-art. While not disputing that such comparisons can be useful and illuminating, I argue that they are neither sufficient nor necessary as an underlying basis for their approach. Hinders and Eisner present a clear discussion of the dimensions of educational criticism that demonstrates the pot…
If the "Kids" Are Not "Alright," I'm "Clueless": "Response to a Review by Henry Giroux of the Movie "Kids
The Differences in Theory That Matter in the Practice of School Improvement
School improvement efforts often create controversies and conflicts that can make success difficult if not impossible to achieve. This article suggests that differences in the theories of action held by different people and organizations involved in reform efforts may be a critical source of these conflicts. An analysis of the first 2 years of the ATLAS Communities Project—a collaboration of the Coalition of Essential Schools, Education Developme…
Dilemmas of Theory, Design, and Practice in Curriculum and School Improvement: Editor's Introduction
The struggles over the curriculum in American schools are legion. From debates among colleges and employers over the appropriate preparation for life after high school to the daily negotiations between teachers and students over the learning activities in which they engage, curriculum is in question. But exactly what is the question? Often, questions of curriculum revolve around what courses should be offered and required. Yet, as so many histori…
The Usual Monkey Business: A Case of Repetition and Reform. A Response to Cheryl Craig’s“The Relationships Between and Among Teachers’ Narrative Knowledge, Communities of Knowing, and School Reform: A…
From The Monkey's Paw to monkey business, the story of reform at T. P. Yeager Middle School told by Cheryl Craig highlights both the tragic and frivolous elements of many school improvement efforts. But she is after even more. She seeks to tell this story through the words and metaphors of 4 characters-Howard, Charles, Bob, and Daryl-as a solution to the crisis of that bedevils many attempts to understand why school reform efforts fail. She impli…
Incoherence in the System: Three Perspectives on the Implementation of Multiple Initiatives in One District
This article examines what it takes for principals, district administrators, and members of improvement programs in one district to deal with the demands and expectations of multiple improvement initiatives. Their experiences demonstrate that many of the tasks of coordinating initiatives are not part of formal job descriptions, and they are taken on in addition to more explicit responsibilities for which incentives and rewards are much clearer. F…
Getting Beyond the “One Best System”?
Amid the growing debates over the globalization of schooling, the United States seems both to embrace and to defy the idea that there can be one model for education. Despite the absence of a national curriculum and despite significant control of education located in school districts, researchers and policymakers in the United States typically lament the limited number of distinct and successful approaches to education. Some have suggested that th…
Crafting Coherence: How Schools Strategically Manage Multiple, External Demands
“Policy coherence” is an often cited but seldom achieved education policy goal. We argue that addressing this policy-practice gap requires a reconceptualization of coherence not as the objective alignment of external requirements but as a dynamic process. This article elaborates this re-conceptualization using theories of institutional and organizational change and empirical illustrations from literature on school reform and education policy impl…
Improving Schools in Turbulent Times
Beyond finding sufficient funds and resources or implementing particular policies and programs, schools need to develop the capacity to overcome the constantly changing demands of an often turbulent educational environment. Drawing from studies of six schools that have maintained good reputations and records of performance over significant periods of time, this article describes three “internal” and three “external” practices that schools use to …
Learning to Look Beyond the Boundaries of Representation: Using Technology to Examine Teaching (Overview for a Digital Exhibition: Learning From the Practice of Teaching)
[FIGURE 1 OMITTED] At first glance, the video tape of one day in Yvonne Hutchinson's classroom showed work that was effortless. Hutchinson calmly moved around among the ninth-grade students while they went over their homework and discussed their reading of A Call to Assembly, an autobiography of the jazz musician and professor Willie Ruff. There was some commotion in the classroom as Hutchinson organized a group discussion, but soon the students …
Learning From the Practice of Veteran and Novice Teachers: A Digital Exhibition
Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: A Mixed-Methods Case Study
This study examined US high school social studies teachers' self-efficacy in teaching the federal budget, national debt and budget deficit prior to and after implementing a pilot curriculum on these topics. The authors examined 24 teachers' topical knowledge, inquiry-based instructional skills in democratic-dialogue-focused lessons and attitudes in civic engagement activities by using baseline and post-self-efficacy surveys, and interviews. The f…
Videos, pairs, and peers: What connects theory and practice in teacher education
Investigating the Role of Instructional Rounds in the Development of Social Networks and District-Wide Improvement
In this article, we explore how organizational routines involving instructional rounds—collective, structured observations and reflections on classroom practice—might contribute to the development of social networks among administrators and support a common, district-wide focus on instruction. Building on work on communities of practice, we consider some of the mechanisms through which rounds might contribute to the development of the relationshi…
The Elusiveness of Equity: Evolution of Instructional Rounds in a Superintendents Network
The practice of instructional rounds is a recent innovation in educational administration, intended to support administrators’ understanding of instruction through the development of common language. This longitudinal study examines the rounds practice of a network of superintendents over 6 years to understand how rounds serves as a vehicle for addressing inequities in students’ educational experiences. Using Scott’s concept of normative, regulat…
Social networks and policy coherence: Administrators’ Common Core and teacher evaluation advice networks
In this study, we aim to deepen understanding of what it would take to develop the relationships, common understandings, and collective expertise that might support district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts, we find that administrators were more likely to be talking together about teacher evaluation than the…
New Schools in New York City: Incremental Changes in Transformative Initiatives in the 21st Century
Background: After the turn of the 21st century in New York City, mayor Michael Bloomberg launched major initiatives to open new small schools and new charter schools as a central piece of a strategy to transform schooling and produce dramatically better results. Although more than 550 new public schools and charter schools were established in New York City between 2003 and 2015, with some increases in graduation rates, the focus on new schools ha…
Expanding the boundaries of learning
Taking advantage of the possibilities for learning outside of school requires us to build on what we know about why it is so hard to sustain and scale up unconventional educational experiences within conventional schools. To illustrate the opportunities and challenges, Thomas Hatch describes a large-scale approach to project-based learning developed in a camp in New Hampshire and incorporated in a Brooklyn school, a trip-based program in Detroit,…
The Role of External Support in Improving K-3 Reading Outcomes in New York City
This study documents the collective capacity of the external support providers working to improve K-3 reading outcomes in New York City. Interviews and social network surveys with a sample of the 112 providers at work in this “reading improvement sector” showed that they serve as a conduit for sharing reading-related resources and expertise throughout a large part of New York City. However, the collective impact of the sector remains limited beca…
Psychology (18 works) · Pedagogy (14 works) · Sociology (14 works) · Political science (12 works) · Mathematics education (10 works) · Public relations (10 works) · Computer Science (7 works) · Teacher Education and Leadership Studies (7 works) · Educational Assessment and Improvement (6 works) · Business (5 works)