Comprehensive School Reform Influence on Teacher Practice

Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project

Bibliographic Data

ID5831465
AuthorsAmy Daggett Petti (Portland State University, corresponding author), Amy Petti
Year2000
Publication date2000-01-01
Peer ReviewedYes
Open AccessNo
TypeREPORT
PublisherPortland State University Library (PUBLISHER)
DOI10.15760/etd.614
OpenAlexW60282114
LanguageEN
References cited19

Focusing on teacher learning, this study follows fifteen teachers in the crux of comprehensive school reform. These "regular" classroom teachers are the ubiquitous players of this theatre of school reform. "Regular" teacher is defined as a typical classroom teacher who is not actively involved in the district's school reform project or one who hasn't taken an active leadership role. The teachers in this study work in the challenging environment of a poor, diverse urban school district that was in its third year of a comprehensive school reform program, the Accelerated Schools Project. Fifteen teachers volunteered to take part in a teaching laboratory where they met, planned, taught, assessed and reflected on their practice. The study tells, analyzes and speculates about their journey

Active listening · Educational leadership · Mathematics education · Pedagogy · School district · Teacher Leadership · Education and Technology Integration · Engineering · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies

Tools

Open DOIOpen Access