Susan J Rosenholtz
Biographic Data
| ID | 4061171 |
|---|---|
| NAME | Susan J Rosenholtz |
| GIVEN NAMES | Susan J |
| FAMILY NAME | Rosenholtz |
| SIGNATURE | ROSENHOLTZ S J |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 273 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 1990 |
| H-INDEX | 6 |
Workplace Conditions and the Rise and Fall of Teachers' Commitment
Six organizational conditions of schools, identified from a review of the social-psychological literature on job design, are found to affect the job commitment of 1,213 teachers from 78 elementary schools throughout Tennessee. The authors divide organizational qualities into those that impinge on the tasks of defining boundaries and implementing the professional teaching task and those that directly affect the core instructional role of the teach…
Education Reform Strategies: Will They Increase Teacher Commitment
Most current attempts at education reform have been subject to little evaluation and even less critical analysis, auguring poorly for prospects of improving either the intervention or the teacher work force itself. In the present paper, I argue for the necessity of such research and analysis. With data gathered from two reform efforts--minimum competency testing and career ladders--I illustrate ways in which policy intervention may affect teacher…
Organizational conditions of teacher learning
Effective Schools: Interpreting the Evidence
This paper develops a theoretical context with which to understand the evidence on effective schools. I begin by specifying a central problem in the operation of inner-city schools--that good teachers are difficult to recruit and almost impossible to retain because the rewards of teaching do not outweigh the frustrations. Exceptions to this are identified in effective schools--schools that are distinctive in important ways. Principals of effectiv…
Classroom Organization and the Perception of Ability
Rosenholtz, Susan J. and B. Wilson 1980 effects of classroom structure on shared perceptions of ability. American Educational Research Journal 17:75-82. Schmuck, Richard 1962 Sociometric status and utilization of academic abilities. Merrill-Palmer Quarterly 8:165-72. 1963 Some relationships of peer liking patterns in the classroom to pupil attitudes and achievement. School Review 71:337-59. Simmel, Georg 1950 The Sociology of Georg Simmel. New Yo…
The Effect of Classroom Structure on Shared Perceptions of Ability
The degree of ability differentiation—shared understandings of ability differences—which occurs in classrooms, can be theoretically attributed to the uniformity of criteria comparing students and to the number of dimensions on which those criteria are applied. We identify a cluster of classroom characteristics, labeled “classroom resolution,” hypothesized to produce variation in the degree of ability differentiation: grouping practice, teacher ev…
Status Organizing Processes
This chapter reviews theory and research on status organizing processes. A status organizing process is any process in which evaluations of and beliefs about the characteristics of actors become the basis of observable inequalities in face-to-face social interaction. The key concept in the study of status organizing processes is the status characteristic, any characteristic of actors around which evaluations of and beliefs about them come to be o…
Status Organizing Processes
This chapter reviews theory and research on status organizing processes. A status organizing process is any process in which evaluations of and beliefs about the characteristics of actors become the basis of observable inequalities in face-to-face social interaction. The key concept in the study of status organizing processes is the status characteristic, any characteristic of actors around which evaluations of and beliefs about them come to be o…
Effective Schools: Interpreting the Evidence
This paper develops a theoretical context with which to understand the evidence on effective schools. I begin by specifying a central problem in the operation of inner-city schools--that good teachers are difficult to recruit and almost impossible to retain because the rewards of teaching do not outweigh the frustrations. Exceptions to this are identified in effective schools--schools that are distinctive in important ways. Principals of effectiv…
Workplace Conditions and the Rise and Fall of Teachers' Commitment
Six organizational conditions of schools, identified from a review of the social-psychological literature on job design, are found to affect the job commitment of 1,213 teachers from 78 elementary schools throughout Tennessee. The authors divide organizational qualities into those that impinge on the tasks of defining boundaries and implementing the professional teaching task and those that directly affect the core instructional role of the teach…
Education Reform Strategies: Will They Increase Teacher Commitment
Most current attempts at education reform have been subject to little evaluation and even less critical analysis, auguring poorly for prospects of improving either the intervention or the teacher work force itself. In the present paper, I argue for the necessity of such research and analysis. With data gathered from two reform efforts--minimum competency testing and career ladders--I illustrate ways in which policy intervention may affect teacher…
Classroom Organization and the Perception of Ability
Rosenholtz, Susan J. and B. Wilson 1980 effects of classroom structure on shared perceptions of ability. American Educational Research Journal 17:75-82. Schmuck, Richard 1962 Sociometric status and utilization of academic abilities. Merrill-Palmer Quarterly 8:165-72. 1963 Some relationships of peer liking patterns in the classroom to pupil attitudes and achievement. School Review 71:337-59. Simmel, Georg 1950 The Sociology of Georg Simmel. New Yo…
The Effect of Classroom Structure on Shared Perceptions of Ability
The degree of ability differentiation—shared understandings of ability differences—which occurs in classrooms, can be theoretically attributed to the uniformity of criteria comparing students and to the number of dimensions on which those criteria are applied. We identify a cluster of classroom characteristics, labeled “classroom resolution,” hypothesized to produce variation in the degree of ability differentiation: grouping practice, teacher ev…
Organizational conditions of teacher learning
The Effect of Classroom Structure on Shared Perceptions of Ability
The degree of ability differentiation—shared understandings of ability differences—which occurs in classrooms, can be theoretically attributed to the uniformity of criteria comparing students and to the number of dimensions on which those criteria are applied. We identify a cluster of classroom characteristics, labeled “classroom resolution,” hypothesized to produce variation in the degree of ability differentiation: grouping practice, teacher ev…
Status Organizing Processes
This chapter reviews theory and research on status organizing processes. A status organizing process is any process in which evaluations of and beliefs about the characteristics of actors become the basis of observable inequalities in face-to-face social interaction. The key concept in the study of status organizing processes is the status characteristic, any characteristic of actors around which evaluations of and beliefs about them come to be o…
Classroom Organization and the Perception of Ability
Rosenholtz, Susan J. and B. Wilson 1980 effects of classroom structure on shared perceptions of ability. American Educational Research Journal 17:75-82. Schmuck, Richard 1962 Sociometric status and utilization of academic abilities. Merrill-Palmer Quarterly 8:165-72. 1963 Some relationships of peer liking patterns in the classroom to pupil attitudes and achievement. School Review 71:337-59. Simmel, Georg 1950 The Sociology of Georg Simmel. New Yo…
Effective Schools: Interpreting the Evidence
This paper develops a theoretical context with which to understand the evidence on effective schools. I begin by specifying a central problem in the operation of inner-city schools--that good teachers are difficult to recruit and almost impossible to retain because the rewards of teaching do not outweigh the frustrations. Exceptions to this are identified in effective schools--schools that are distinctive in important ways. Principals of effectiv…
Organizational conditions of teacher learning
Education Reform Strategies: Will They Increase Teacher Commitment
Most current attempts at education reform have been subject to little evaluation and even less critical analysis, auguring poorly for prospects of improving either the intervention or the teacher work force itself. In the present paper, I argue for the necessity of such research and analysis. With data gathered from two reform efforts--minimum competency testing and career ladders--I illustrate ways in which policy intervention may affect teacher…
Workplace Conditions and the Rise and Fall of Teachers' Commitment
Six organizational conditions of schools, identified from a review of the social-psychological literature on job design, are found to affect the job commitment of 1,213 teachers from 78 elementary schools throughout Tennessee. The authors divide organizational qualities into those that impinge on the tasks of defining boundaries and implementing the professional teaching task and those that directly affect the core instructional role of the teach…
Mathematics education (6 works) · Psychology (6 works) · Teacher Education and Leadership Studies (6 works) · Pedagogy (5 works) · Perception (3 works) · Political science (3 works) · Social Psychology (3 works) · Academic achievement (2 works) · Autonomy (2 works) · Computer Science (2 works)