Learning from School Restructuring

Peterson, Penelope L.; McCarthey, Sarah J.; Elmore, Richard F.

doi:10.2307/1163383

Cited by 31 publications

(51 citation statements)

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“…Our findings were consistent with the literature on organizational capacity and teacher collaboration (Peterson, et al, 1996;Betances, 1999;Locke, 1999;Schmidt et al, 1995). It was evident from observations and interviews that interdisciplinary teacher collaboration is a time-consuming activity with important implications for school culture and administrative supports.…”

Section: Conclusion and Discussionsupporting

confidence: 92%

“…Even teams with strong backgrounds on one or two conditions but weak in others had difficulty developing high quality curriculum units. The implications for school-wide collaboration, for developing communities of learners in schools, and for professional development for both administrators and teachers are key elements in producing quality integrated units (Peterson et al, 1996;LoucksHorseley, Stiles, & Hewson, 1996). Finally, our last conclusion is tied to the implications for professional development: Genuine collaborative curriculum development occurs when teams engage in reflective dialogue grounded in their own experiences, needs, and resources.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Recent studies have demonstrated that ideas for reform and schools' commitment for implementation do not guarantee success in improving student learning (Locke, 1999;Peterson, McCarthey, & Elmore, 1996;Porter et al, 1994). More than just commitment for a collaborative approach may be required to develop and implement curricula that meet reform principles.…”

Section: Research On Collaborative Curriculum Developmentmentioning

confidence: 99%

“…Research on organizational restructuring offers some possible explanations and suggestions for building collaboration to implement reform in terms of curriculum restructuring and classroom instruction (Adajian, 1995;Kruse et al, 1994;Newmann & Wehlage, 1995;Peterson et al, 1996). Peterson et al (1996) argued that teachers who are committed to change are strongly motivated to improve their practices and will strive regardless of changes in organizational structures.…”

Section: Research On Collaborative Curriculum Developmentmentioning

confidence: 99%

“…Peterson et al (1996) argued that teachers who are committed to change are strongly motivated to improve their practices and will strive regardless of changes in organizational structures. Once teachers begin to share a common understanding of good practice, Peterson et al noted, they also would need new school structures to maintain their efforts.…”

Section: Research On Collaborative Curriculum Developmentmentioning

confidence: 99%

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publishes refereed articles that examine research and research-related topics in vocational education, career and technical education, preparation for work, and the workplace. The JVER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in the JVER. Page costs are not typically assessed. However, if a manuscript is accepted, authors will be asked either to supply camera-ready tables and figures, or pay for the costs incurred in preparing complex tables and figures for publication.Printed by The Ohio State University, Columbus, OH. The Journal of Vocational Education ResearchMANUSCRIPT PREPARATION. One (1) electronic copy (on floppy disk, CD, or email) of the manuscript should be submitted to the Editor. The electronic version must be in MS Word version 6 or higher. All lines should be numbered. Manuscripts typically range in length from 20 to 30 double-spaced pages including references, tables, and figures. Text, references, and tables must be prepared according to the guidelines detailed in the Publication Manual of the American Psychological Association (5th edition). The title page should include the title of the article, and the name, affiliation, mailing address, e-mail address, and telephone number for each author. Each manuscript must be accompanied by an abstract of no more than 150 words and all lines in the manuscript must be consecutively numbered. The receipt of all manuscripts will be acknowledged within one week of receipt. Manuscripts are subjected to a double-blind refereed review process. Typically, three individuals, plus the Editor, review each manuscript. Reviewers' comments and a letter indicating the publication decision will be sent to the primary author approximately 3-4 months following receipt. Manuscripts accepted for publication are usually published within one year of formal acceptance. To defray rising publication costs, authors who are not members of AVERA will be required to pay a $50.00 fee if their manuscript is accepted for publication. Published authors will receive two complimentary copies of the JVER. READER COMMENTSThe Journal welcomes comments from readers on articles that have appeared in recent issues. Submitted comments must speak directly to content of the article of reference, not exceed four manuscripts pages, and conform to APA reporting format. These manuscripts may be sent out for peer review at the Editor's discretion. Author(s) of the original article will have an option of responding to published comments of their work. SUBSCRIPTIONSThe JVER is included in regular and student ...

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Section: Conclusion and Discussionsupporting

confidence: 92%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Research On Collaborative Curriculum Developmentmentioning

confidence: 99%

Section: Research On Collaborative Curriculum Developmentmentioning

confidence: 99%

Section: Research On Collaborative Curriculum Developmentmentioning

confidence: 99%

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A Study of Supervisor and Employee Perceptions of Work Attitudes in Information Age Manufacturing Industries

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The Organizational Context of Teaching and Learning

Gamoran

Secada

Marrett

Handbooks of Sociology and Social Research

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Sociologists have a predilection for the collective. We are centrally concerned with social facts, characteristics of collectivities that give shape and motivation to individual action. Sociological research on schooling shares this interest in the collective. School resources, composition, climate, leadership, and governance, all collective attributes of schools, are often looked to as sources of influence on the outcomes of schooling for individual students.Yet the study of school organization is marked more by failure than by success. It is especially significant that the most important contribution by sociologists to research on schooling-the famous Coleman Report of 1966-is also the most spectacular failure to connect the collective with the individual in an educational setting. Variation in school conditions was largely unrelated to differences in student outcomes, as school-level effects were dwarfed by the powerful influence of the home environment for student learning. Though policymakers drew implications from the positive impact on learning of the proportion of White students in a school, the effect of racial composition was small compared to the great importance of individual family background factors. This pattern of results, emphasizing the individual over

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Restructuring and Renewal: Capturing the Power of Democracy

Allen¹,

Glickman²

Extending Educational Change

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Learning from School Restructuring

Cited by 31 publications

References 0 publications

A Study of Supervisor and Employee Perceptions of Work Attitudes in Information Age Manufacturing Industries

A Study of Supervisor and Employee Perceptions of Work Attitudes in Information Age Manufacturing Industries

The Organizational Context of Teaching and Learning

Restructuring and Renewal: Capturing the Power of Democracy

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