Gauging Goodness of Fit
Teachers’ Responses to Their Instructional Teams in High-Poverty Schools
Bibliographic Data
| ID | 11366127 |
|---|---|
| Authors | Megin Charner-Laird, Megin Charner‐Laird (Salem State University, corresponding author), Monica Ng, Susan M Johnson (0000-0002-0592-8428), Matthew A Kraft (0000-0002-3889-8413, John Brown University), John P Papay (John Brown University), Stefanie K Reinhorn (Brandeis University) |
| Year | 2017 |
| Volume | 123 |
| Issue | 4 |
| Pages | 553-584 |
| Publication date | 2017-08-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/692663 |
| OpenAlex | W2664371508 |
| Language | EN |
| Citations received | 8 |
| References cited | 39 |
Teacher teams are increasingly common in urban schools. In this study, we analyze teachers’ responses to teams in six high-poverty schools. Teachers used two criteria to assess teams’ goodness of fit in meeting the demands of their work: whether their teams helped them teach better and whether the team contributed to a better school. Their responses differed notably by school, depending largely on the principal’s approach to implementation. In the three schools where teachers assessed teams favorably, principals set a meaningful purpose for teachers’ collaborative work, provided structural support and professional expertise for their deliberations, and established safe environments for teachers’ on-the-job growth
Faculty Development · Goodness of fit · Management · Mathematics education · Medical education · Pedagogy · Political science · Poverty · Principal (computer security · Professional development · School teachers · Set (abstract data type · Teamwork · Work (physics · Computer Science · Engineering · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Collaborating for Improvement? Goal Specificity and Commitment in Targeted Teacher Partnerships
Organizing Schools for Collaborative Learning
Collective teacher culture
School Factors That Promote Teacher Collaboration
Navigating a Fractured Landscape
Measuring Educators’ Perceived Benefits of Participation in Educational Improvement Networks
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations
Teachers' Perception of Their Work Environment
Schoolteacher
The One Best System
Effects of Inequality and Poverty vs. Teachers and Schooling on America's Youth
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
Professional Community in Chicago Elementary Schools
Teacher Learning and Instructional Change
How Does Professional Development Improve Teaching?
How Context Matters in High-Need Schools
Effects of Professional Development on Teachers’ Instruction
Teaching Students and Teaching Each Other
The Persistence of Privacy
The fifth discipline, the art and practice of the learning organization
Goodness of Fit
Goodness-of-fit in center day care
Locating learning in teachers’ communities of practice
Mind the Gap
Teacher Professionalism in Local School Contexts
Professional Development and Teacher Learning
What Makes Professional Development Effective? Results From a National Sample of Teachers
The Changing Roles of Teachers in an Era of High-Stakes Accountability
Teacher Collaboration in Instructional Teams and Student Achievement
Teachers’ Professional Community in Restructuring Schools
Pursuing a “Sense of Success”
Qualitative Data Analysis
Situated Learning
The Collegial Focus and High School Students' Achievement
Analyzing Schools as Organizations
The Collegial Focus
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,6 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |