Excellence in English in Middle and High School: How Teachers' Professional Lives Support Student Achievement

By Judith A. Langer. 2000

152 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/190b0a346a14558f6a61a87155586de9d2896fc1

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In Education

Citations in the corpus

Traits of Effective Teachers (2006, background): “Teachers must also be sure to make students aware that they are using what they have learned (Langer 2000).”
How Teachers Change: A Study of Professional Development in Adult Education (2003, background): “Educators promoting the new paradigm of professional development advocate for schools to be organized as learning communities for teachers and school leaders, with opportunities for teachers’ continuous learning and reflection built into their jobs and into the structure and culture of the school (L”
Patterns of Teacher–Child Conversations in Head Start Classrooms: Implications for an Empirically Grounded Approach to Professional Development (2008, background): “…strong building-level leadership (Taylor et al., 2004; Wolf et al., 2000), development of a sense of responsibility for student learning, a focus on student performance (Langer, 2000; Taylor et al., 2004), and high-level conversations that encourage reflection on practice (Taylor et al., 2004).”
Taking Risks, Negotiating Relationships: One Teacher’s Transition toward a Dialogic Classroom (2001, background): “This finding replicates Langer's (1999b) finding that effective teachers deftly use student language and their experience beyond school to enrich academic coursework.”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “…commitments to teaching, students, and schools (but not commitment to change) all contribute positively to student learning both independently and collectively (e.g., Glaze, 2001; Griessler, 2001; Housego, 1999; Langer, 2000; Janisch & Johnson, 2003; Strahan, Smith, McElrath, & Toole, 2001).”
Promoting a Collaborative Professional Culture in Three Elementary Schools That Have Beaten the Odds (2003, background): “Working with teachers and administrators as they address these initiatives, researchers have identified a growing number of issues that contribute to the complexity of reform (Bryk, Sebring, Kerbow, Rollow, & Easton, 1998; Earl & Lee, 1998; Fullan, 1999; Langer, 2000; Wolf, Borko, Elliot, & McIver, ”
Beating the Odds: Teaching Middle and High School Students to Read and Write Well (2001, background): “In an earlier article (Langer, 2000), I reported on how teachers’ professional lives support student achievement.”
Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse (2003, background): “Also important is the development of long-term “ethos” (Christoph & Nystrand, 2001; Kachur & Prendergast, 1997; Langer, 1999): If the majority of lessons are in recitation mode, it is difficult to initiate a discussion.”
Teachers’ capacity for organizational learning: the effects of school culture and context (2016, background): “…some survey measures that have been shown to be associated with various positive improvement outcomes both in the US and in other countries (Bolam, McMahon, Stoll, Thomas, & Wallace, 2005; Camburn, 2010; Langer, 2000; Lomos, Hofman, & Bosker, 2011; Louis & Marks, 1998; Parise & Spillane, 2010).”
Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English (2003, background): “In a later study, Langer (2000, 2001) examined English programs that regularly "beat the odds" on large-scale assessments of English achievement, outperforming other programs that served demographically similar populations of students.”
Professional communities and student achievement – a meta-analysis (2011, methodology): “We started our analysis with the study of Lee and Smith (1996). As presented in Table 3, for each study we specifically focused on the effects, standard errors, p values, and the number of schools. Lee and Smith (1996) used multilevel modeling to take the nested structure of the data into account.”