TY - JOUR
T1 - Professional community in Chicago elementary schools
T2 - Facilitating factors and organizational consequences
AU - Bryk, Anthony
AU - Camburn, Eric
AU - Louis, Karen Seashore
PY - 1999/12
Y1 - 1999/12
N2 - Professional community is receiving markedly increased attention as part of both practitioner and scholarly efforts to promote improvements in instruction and student learning. Interest in this area joins two previously distinct literatures, one dealing with the benefits of communal school organization and another with enhanced teacher professionalism, to formulate a theoretical framework for a school-based professional community. Using data from a large urban school district, this article tests the impact of structural, human, and social factors on the emergence of school-based professional community and examines the extent to which such developments in turn promote learning and experimentation among faculty.
AB - Professional community is receiving markedly increased attention as part of both practitioner and scholarly efforts to promote improvements in instruction and student learning. Interest in this area joins two previously distinct literatures, one dealing with the benefits of communal school organization and another with enhanced teacher professionalism, to formulate a theoretical framework for a school-based professional community. Using data from a large urban school district, this article tests the impact of structural, human, and social factors on the emergence of school-based professional community and examines the extent to which such developments in turn promote learning and experimentation among faculty.
UR - http://www.scopus.com/inward/record.url?scp=0010703991&partnerID=8YFLogxK
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U2 - 10.1177/0013161x99355004
DO - 10.1177/0013161x99355004
M3 - Article
AN - SCOPUS:0010703991
SN - 0013-161X
VL - 35
SP - 751
EP - 781
JO - Educational Administration Quarterly
JF - Educational Administration Quarterly
IS - SUPPL.
ER -