TY - JOUR
T1 - Does professional community affect the classroom? Teachers' work and student experiences in restructuring schools
AU - Louis, Karen Seashore
AU - Marks, Helen M.
N1 - Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 1998/8
Y1 - 1998/8
N2 - 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.
AB - 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.
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U2 - 10.1086/444197
DO - 10.1086/444197
M3 - Article
AN - SCOPUS:0039165669
SN - 0195-6744
VL - 106
SP - 532
EP - 575
JO - American Journal of Education
JF - American Journal of Education
IS - 4
ER -