Contextual Influences on Inquiries into Effective Teaching and Their Implications for Improving Student Learning
- 26 March 2012
- journal article
- Published by Harvard Education Publishing Group in Harvard Educational Review
- Vol. 82 (1), 83-106
- https://doi.org/10.17763/haer.82.1.k58q7660444q1210
Abstract
In this article, Anthony Bryk, Heather Harding, and Sharon Greenberg report on a roundtable jointly sponsored by Teach For America and the Carnegie Foundation for the Advancement of Teaching. The authors brought together a group of scholars and practitioners with a broad range of perspectives and asked them to explore several questions related to the emerging national narrative on effective teachers: What is an effective teacher? How do we leverage this moment of enormous energy in producing more effective teaching to advance meaningful improvements at scale? Where are the current sites of success? What can we learn from what is working? The article is organized around the edited transcript of the roundtable discussion and is supplemented by author commentaries. The authors seek to illuminate and reimagine the current “nonsystem” in order to accelerate progress toward a wholly new approach to developing the teaching force our nation and our children need.Keywords
This publication has 2 references indexed in Scilit:
- Organizing Research and Development at the Intersection of Learning, Implementation, and DesignEducational Researcher, 2011
- The Influence of School Administrators on Teacher Retention DecisionsAmerican Educational Research Journal, 2011