Judith Warren Little
Biographic Data
| ID | 5180903 |
|---|---|
| NAME | Judith Warren Little |
| GIVEN NAMES | Judith Warren |
| FAMILY NAME | Little |
| SIGNATURE | LITTLE J W |
| AFFILIATIONS | University of California, Berkeley |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 199 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 4 |
Understanding Data Use Practice among Teachers
Despite the growing volume of research on data use systems or data use activities in which teachers engage, micro-process studies—investigations of what teachers and others actually do under the broad banner of “data use” or “evidence-based decision making”—remain substantially underdeveloped. Starting with a review of the extant research on teachers’ data use practice in workplace and professional development contexts, this article argues for a …
Attending to Problems of Practice
The authors investigate how conversational routines, or the practices by which groups structure work-related talk, function in teacher professional communities to forge, sustain, and support learning and improvement. Audiotaped and videotaped records of teachers’ work group interactions, supplemented by interviews and material artifacts, were collected as part of a 2-year project centered on teacher learning and collegiality at two urban high sch…
Inside Teacher Community
Researchers posit that conditions for improving teaching and learning are strengthened when teachers collectively question ineffective teaching routines, examine new conceptions of teaching and learning, find generative means to acknowledge and respond to difference and conflict, and engage actively in supporting one another's professional growth. Yet relatively little research examines the specific interactions and dynamics by which professional…
Locating learning in teachers’ communities of practice
The New Vocationalism and the Contexts of High School Teaching
Theodore Lewis's review prompts three brief responses. First, we accept argument that a crucial context for our empirical work is what Grubb (1995b) has termed the new vocationalism. Second, we argue that an equally important context is one that our article seeks to illuminate and that Lewis steadfastly ignores-the context of teachers' own work amid competing purposes and long-standing traditions of high school teaching. Finally, we attempt to cl…
What Teachers Learn in High School
Work on the Margins
For nearly a century, comprehensive secondary schools in the United States have placed preparation for work among the principal goals they espouse. Most teachers justify their curriculum priorities in light of what students will need for the future; many of these perceived needs are directly or indirectly vocational. Seen this way, the elite boarding schools engaged in preparing for power are as distinctly vocational as an urban magnet school ded…
Teachers’ Professional Development in a Climate of Educational Reform
This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to em…
The Persistence of Privacy
Norms of Collegiality and Experimentation
Semistructured interviews with 105 teachers and 14 administrators, supplemented by observation, provide data for a focused ethnography of the school as a workplace, specifically of organizational characteristics conducive to continued “learning on the job.” Four relatively successful and two relatively unsuccessful schools were studied. More successful schools, particularly those receptive to staff development, were differentiated from less succe…
Norms of Collegiality and Experimentation
Semistructured interviews with 105 teachers and 14 administrators, supplemented by observation, provide data for a focused ethnography of the school as a workplace, specifically of organizational characteristics conducive to continued “learning on the job.” Four relatively successful and two relatively unsuccessful schools were studied. More successful schools, particularly those receptive to staff development, were differentiated from less succe…
Attending to Problems of Practice
The authors investigate how conversational routines, or the practices by which groups structure work-related talk, function in teacher professional communities to forge, sustain, and support learning and improvement. Audiotaped and videotaped records of teachers’ work group interactions, supplemented by interviews and material artifacts, were collected as part of a 2-year project centered on teacher learning and collegiality at two urban high sch…
Locating learning in teachers’ communities of practice
Understanding Data Use Practice among Teachers
Despite the growing volume of research on data use systems or data use activities in which teachers engage, micro-process studies—investigations of what teachers and others actually do under the broad banner of “data use” or “evidence-based decision making”—remain substantially underdeveloped. Starting with a review of the extant research on teachers’ data use practice in workplace and professional development contexts, this article argues for a …
Work on the Margins
For nearly a century, comprehensive secondary schools in the United States have placed preparation for work among the principal goals they espouse. Most teachers justify their curriculum priorities in light of what students will need for the future; many of these perceived needs are directly or indirectly vocational. Seen this way, the elite boarding schools engaged in preparing for power are as distinctly vocational as an urban magnet school ded…
The New Vocationalism and the Contexts of High School Teaching
Theodore Lewis's review prompts three brief responses. First, we accept argument that a crucial context for our empirical work is what Grubb (1995b) has termed the new vocationalism. Second, we argue that an equally important context is one that our article seeks to illuminate and that Lewis steadfastly ignores-the context of teachers' own work amid competing purposes and long-standing traditions of high school teaching. Finally, we attempt to cl…
What Teachers Learn in High School
Norms of Collegiality and Experimentation
Semistructured interviews with 105 teachers and 14 administrators, supplemented by observation, provide data for a focused ethnography of the school as a workplace, specifically of organizational characteristics conducive to continued “learning on the job.” Four relatively successful and two relatively unsuccessful schools were studied. More successful schools, particularly those receptive to staff development, were differentiated from less succe…
The Persistence of Privacy
Teachers’ Professional Development in a Climate of Educational Reform
This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to em…
Work on the Margins
For nearly a century, comprehensive secondary schools in the United States have placed preparation for work among the principal goals they espouse. Most teachers justify their curriculum priorities in light of what students will need for the future; many of these perceived needs are directly or indirectly vocational. Seen this way, the elite boarding schools engaged in preparing for power are as distinctly vocational as an urban magnet school ded…
The New Vocationalism and the Contexts of High School Teaching
Theodore Lewis's review prompts three brief responses. First, we accept argument that a crucial context for our empirical work is what Grubb (1995b) has termed the new vocationalism. Second, we argue that an equally important context is one that our article seeks to illuminate and that Lewis steadfastly ignores-the context of teachers' own work amid competing purposes and long-standing traditions of high school teaching. Finally, we attempt to cl…
What Teachers Learn in High School
Locating learning in teachers’ communities of practice
Inside Teacher Community
Researchers posit that conditions for improving teaching and learning are strengthened when teachers collectively question ineffective teaching routines, examine new conceptions of teaching and learning, find generative means to acknowledge and respond to difference and conflict, and engage actively in supporting one another's professional growth. Yet relatively little research examines the specific interactions and dynamics by which professional…
Attending to Problems of Practice
The authors investigate how conversational routines, or the practices by which groups structure work-related talk, function in teacher professional communities to forge, sustain, and support learning and improvement. Audiotaped and videotaped records of teachers’ work group interactions, supplemented by interviews and material artifacts, were collected as part of a 2-year project centered on teacher learning and collegiality at two urban high sch…
Understanding Data Use Practice among Teachers
Despite the growing volume of research on data use systems or data use activities in which teachers engage, micro-process studies—investigations of what teachers and others actually do under the broad banner of “data use” or “evidence-based decision making”—remain substantially underdeveloped. Starting with a review of the extant research on teachers’ data use practice in workplace and professional development contexts, this article argues for a …
Pedagogy (9 works) · Psychology (8 works) · Sociology (8 works) · Mathematics education (7 works) · Teacher Education and Leadership Studies (6 works) · Computer Science (5 works) · Engineering (5 works) · Professional development (5 works) · Work (physics (4 works) · Innovative Education and Learning Practices (3 works)