Moving teachers to the center of school improvement
Bibliographic Data
| ID | 21369958 |
|---|---|
| Authors | Edit Khachatryan, Emma Parkerson |
| Year | 2020 |
| Volume | 101 |
| Issue | 6 |
| Pages | 29-34 |
| Publication date | 2020-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Phi Delta Kappan (JOURNAL) |
| Journal identifiers | ISSN: 0031-7217 • E-ISSN: 1940-6487 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0031721720909588 |
| OpenAlex | W3007772007 |
| Language | EN |
| Citations received | 2 |
| References cited | 4 |
Teachers have historically been at the margins of educational improvement, and they are just beginning to drive improvements in the profession. Networked improvement communities (NICs) are one approach for collective reprofessionalization of teaching, where practice is defined and managed by practitioners. Edit Khachatryan and Emma Parkerson offer insight into the social organization of a NIC and use two real and mature networks — the Network to Transform Teaching and the National Writing Project — to describe how NICs structure roles and relationships and foster vital norms and identities among professionals
Center (category theory) · Mathematics education · Pedagogy · Political science · Public relations · Sociology · Community Health and Development · Educational and Psychological Assessments · Family and Disability Support Research · Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2020 - 2021 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |