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Administrative and Organizational Support for Substantive Teacher Talk: Lessons from Early-Career Teachers in Two Midwestern Districts
Leadership and Policy in Schools Pub Date : 2020-07-27 , DOI: 10.1080/15700763.2020.1774782
Kimberly Evert 1 , Nicole Ellefson 2 , Benjamin Hadlock 3
Affiliation  

ABSTRACT

External accountability pressures force school leaders to examine how they support effective teacher practice. Providing collaborative work time to evaluate student performance and plan for future teaching has been a common strategy to support teacher practice. We assess how teachers from two districts with differently-structured curricular policies talked about mathematics lesson planning. This analysis reveals three concrete steps that school leaders can take to support teachers in ways that encourage more substantive collaborative planning: provide guidance related to curricular materials and sequencing of topics; define expectations governing content of meetings; and specify how teachers should prepare for formal meetings.



中文翻译:

对实质性教师讲座的行政和组织支持:中西部两个地区早期职业教师的经验教训

摘要

外部问责压力迫使学校领导审查他们如何支持有效的教师实践。提供协作工作时间来评估学生的表现和规划未来的教学一直是支持教师实践的常见策略。我们评估了两个课程政策结构不同的地区的教师如何谈论数学课程计划。该分析揭示了学校领导可以采取的三个具体步骤,以鼓励更实质性的协作计划的方式支持教师:提供与课程材料和主题排序相关的指导;定义管理会议内容的期望;并具体说明教师应如何准备正式会议。

更新日期:2020-07-27
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