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Full-Text Articles in Education
Guiding The Work Of Professional Learning Communities: Perspectives For School Leaders, Daniel Paul Draper
Guiding The Work Of Professional Learning Communities: Perspectives For School Leaders, Daniel Paul Draper
Dissertations and Theses
Professional Learning Communities (PLCs) are groups of educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators (DuFour, DuFour, Eaker, & Many, 2006). Researchers and practitioners agree that PLCs are critical to the overall success of schools. The problem is that implementing PLCs with fidelity to an inquiry process is a real challenge. Most school districts do not have a systematic or comprehensive approach to guide their PLC …
Comprehensive School Reform Influence On Teacher Practice: Listening In The Classroom, An Examination Of Powerful Learning Labs Within The Accelerated Schools Project, Amy Daggett Petti
Comprehensive School Reform Influence On Teacher Practice: Listening In The Classroom, An Examination Of Powerful Learning Labs Within The Accelerated Schools Project, Amy Daggett Petti
Dissertations and Theses
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 …
Characteristics Of Marginally Achieving Secondary Students And The Nature Of Their School Experience, Aeylin Summers
Characteristics Of Marginally Achieving Secondary Students And The Nature Of Their School Experience, Aeylin Summers
Dissertations and Theses
In American high schools, students are sorted into three "tracks" to cluster resources for students of similar abilities and interests. Much is known about the high track student, and especially in the past decade, the low track or "at-risk" student. However, the middle track--or marginally achieving student--has been largely overlooked in the literature. Acknowledged as "lost in the middle" (Judson, 1992), as well as deserving of higher quality of service in their school systems (Powell, Farrar, & Cohen, 1985), marginal achievers-defined here as having a GPA of 1.5-2.5, still maintain a profile of invisibility. Current reform efforts to increase student …