Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
Item
Title
Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
Abstract/Description
School reform efforts have focused on the development of professionally enriching work groups for teachers as a vehicle for improving student achievement. This study examines the impact of school professional community on the intellectual quality of student performance (assessed using authentic measures) and on two dimensions of classroom organization, the technical (measured as authentic pedagogy) and the social (measured as social support for achievement). Employing quantitative (multilevel) and qualitative analytic methods, we show that in 24 nationally selected, restructuring elementary, middle, and high schools professional community is strongly associated with these dimensions of classroom organization. Both professional community and social support for achievement have a positive relationship to student performance, but the strength of their association with authentic pedagogy accounts for that effect.
Author/creator
Date
In publication
Volume
106
Issue
4
Pages
532-575
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0195-6744
DOI
URL
Citation
Louis, K. S., & Marks, H. M. (1998). Does Professional Community Affect the Classroom? Teachers’ Work and Student Experiences in Restructuring Schools. American Journal of Education, 106(4), 532–575. https://doi.org/10.1086/444197
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