Renée Clift
Biographic Data
| ID | 3828266 |
|---|---|
| NAME | Renée Clift |
| GIVEN NAMES | Renée |
| FAMILY NAME | Clift |
| SIGNATURE | CLIFT R |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 48 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 1992 |
| H-INDEX | 3 |
Developing the Potential for Collaborative School Leadership
Role interactions among teams from five schools and one university team are discussed within the context of a collaborative project entitled “Time for Reflection: A Project in Collaborative Leadership for Working More Effectively in Multicultural Settings.” Interactions were coded into the categories of role ambiguity; negotiation; conflict; overload; and consensus among teachers, principals, and university staff members. Although no dramatic cha…
Restructuring Teacher Education Through Collaborative Action Research
Teacher education faculty at the University of Houston are collaborating with the staff at five elementary schools on an action research project. The evolution of the project is traced from its origins in the professional preparation program through the second year of work with the leader ship teams of the schools. Five dimensions of professional learning are identified: leadership, temporal and physical structures, individuals, interpersonal rel…
School contexts that encourage reflection
The following is a report of a study of the relationship between school context and learning how to teach. The study is based on the assumption, among others, that learning to teach is enhanced by "reflection," which is understood to be collaborative problem solving. The context for reflective practice in seven schools is discussed. Teacher interview data provide the basic information. The data include the identification of factors within each sc…
Comparison of Comprehension Monitoring of Skilled and Less Skilled Readers
THE PURPOSE of this study was to gain a better understanding of the differences in comprehension and comprehension monitoring in reading between skilled and less skilled readers. Sixteen fifth-grade students of each type, matched on intelligence, were given five stories to read on a microcomputer screen. Three of the stories made little sense because a page of the story was purposefully omitted to make the story inconsistent. The skilled readers …
The Phoenix Agenda
All of us are familiar with the an-cient story of the Phoenix and its symbolism of rebirth from a desper-ate situation. No field could better use the magical properties of the Phoenix than teacher education. The field is not just surrounded by critics, it is inhabited by them. Its graduates, current students, fac-ulty, and administrators generate at least as much fury toward it as do the politicians, pundits, and serious scholars who reside outsi…
The Phoenix Agenda
All of us are familiar with the an-cient story of the Phoenix and its symbolism of rebirth from a desper-ate situation. No field could better use the magical properties of the Phoenix than teacher education. The field is not just surrounded by critics, it is inhabited by them. Its graduates, current students, fac-ulty, and administrators generate at least as much fury toward it as do the politicians, pundits, and serious scholars who reside outsi…
Restructuring Teacher Education Through Collaborative Action Research
Teacher education faculty at the University of Houston are collaborating with the staff at five elementary schools on an action research project. The evolution of the project is traced from its origins in the professional preparation program through the second year of work with the leader ship teams of the schools. Five dimensions of professional learning are identified: leadership, temporal and physical structures, individuals, interpersonal rel…
Comparison of Comprehension Monitoring of Skilled and Less Skilled Readers
THE PURPOSE of this study was to gain a better understanding of the differences in comprehension and comprehension monitoring in reading between skilled and less skilled readers. Sixteen fifth-grade students of each type, matched on intelligence, were given five stories to read on a microcomputer screen. Three of the stories made little sense because a page of the story was purposefully omitted to make the story inconsistent. The skilled readers …
Developing the Potential for Collaborative School Leadership
Role interactions among teams from five schools and one university team are discussed within the context of a collaborative project entitled “Time for Reflection: A Project in Collaborative Leadership for Working More Effectively in Multicultural Settings.” Interactions were coded into the categories of role ambiguity; negotiation; conflict; overload; and consensus among teachers, principals, and university staff members. Although no dramatic cha…
School contexts that encourage reflection
The following is a report of a study of the relationship between school context and learning how to teach. The study is based on the assumption, among others, that learning to teach is enhanced by "reflection," which is understood to be collaborative problem solving. The context for reflective practice in seven schools is discussed. Teacher interview data provide the basic information. The data include the identification of factors within each sc…
Comparison of Comprehension Monitoring of Skilled and Less Skilled Readers
THE PURPOSE of this study was to gain a better understanding of the differences in comprehension and comprehension monitoring in reading between skilled and less skilled readers. Sixteen fifth-grade students of each type, matched on intelligence, were given five stories to read on a microcomputer screen. Three of the stories made little sense because a page of the story was purposefully omitted to make the story inconsistent. The skilled readers …
The Phoenix Agenda
All of us are familiar with the an-cient story of the Phoenix and its symbolism of rebirth from a desper-ate situation. No field could better use the magical properties of the Phoenix than teacher education. The field is not just surrounded by critics, it is inhabited by them. Its graduates, current students, fac-ulty, and administrators generate at least as much fury toward it as do the politicians, pundits, and serious scholars who reside outsi…
School contexts that encourage reflection
The following is a report of a study of the relationship between school context and learning how to teach. The study is based on the assumption, among others, that learning to teach is enhanced by "reflection," which is understood to be collaborative problem solving. The context for reflective practice in seven schools is discussed. Teacher interview data provide the basic information. The data include the identification of factors within each sc…
Restructuring Teacher Education Through Collaborative Action Research
Teacher education faculty at the University of Houston are collaborating with the staff at five elementary schools on an action research project. The evolution of the project is traced from its origins in the professional preparation program through the second year of work with the leader ship teams of the schools. Five dimensions of professional learning are identified: leadership, temporal and physical structures, individuals, interpersonal rel…
Developing the Potential for Collaborative School Leadership
Role interactions among teams from five schools and one university team are discussed within the context of a collaborative project entitled “Time for Reflection: A Project in Collaborative Leadership for Working More Effectively in Multicultural Settings.” Interactions were coded into the categories of role ambiguity; negotiation; conflict; overload; and consensus among teachers, principals, and university staff members. Although no dramatic cha…
Psychology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Teacher Education and Leadership Studies (4 works) · Political science (3 works) · Sociology (3 works) · Collaborative Teaching and Inclusion (2 works) · Computer Science (2 works) · Context (archaeology (2 works) · Educational leadership (2 works)