Policy, Schools and the Next Generation of Teachers

Where Teachers Thrive is based on interview studies conducted in fourteen high-poverty, urban schools. It focuses on the context of teachers’ work, examining why some schools failed to make progress, while others achieved remarkable results. It explores...

Background/Context: Many urban schools today look to instructional teams as a means to decrease professional isolation, promote teachers’ ongoing development, and substantially reduce well-documented variation in teachers’ effectiveness across classrooms...

Teacher teams are increasingly common in urban schools. In this study, we an- alyze 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...

Abstract

Purpose: We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers’ work in high-poverty, urban schools. We describe six schools’ organizational responses to these...

Background/Context: Over the past three decades, teacher turnover has increased sub- stantially in U.S. public schools, especially in those serving large portions of low-income students of color. Teachers who choose to leave high-poverty schools serving...

Background/Context

Many strategies to improve failing urban schools rest on efforts to improve leadership within the school. Effective school-based leadership depends not only on the activities of the principal, but also on teachers’ efforts to address...

In this article, Susan Moore Johnson calls for a balanced approach to improving teaching and learning, one that focuses on both teachers and the contexts in which they work. Drawing on over a decade of research on the experiences of new teachers, Johnson...