Promoting a Collaborative Professional Culture in Three Elementary Schools That Have Beaten the Odds

By D. Strahan. The Elementary school journal, 2003

249 citations recorded by the source corpus.

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Citations in the corpus

The role of a professional learning community in teacher change: a perspective from beliefs and practices (2015, background): “Studies also highlight that a PLC has an impact on teaching culture which leads to increased involvement, ownership, innovation, and leadership among teachers (Englert & Tarrant, 1995; Grossman et al., 2001; Phillips, 2003; Strahan, 2003).”
Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement (2014, background): “Moreover, the vast majority of these studies refer to teacher interaction in a broad and general sense and almost solely rely on standardized summative student achievement scores as an outcome measure (e.g., Berry, Johnson, & Montgomery, 2005; Louis & Marks, 1998; Strahan, 2003; Supovitz, 2002).”
Testing a Conception of How School Leadership Influences Student Learning (2010, background): “Qualitative studies examining how teachers talk with other teachers about data, pedagogy, and classroom strategies also report improvements for students (Berry, Johnson, & Montgomery, 2005; Hollins, McIntyre, DeBose, Hollins, & Towner, 2004; Strahan, 2003).”
A review of research on the impact of professional learning communities on teaching practice and student learning (2008, background): “…for these specific changes was a relatively elusive activity; however, as only five studies (Dunne, Nave, & Lewis, 2000; Englert & Tarrant, 1995; Hollins, McIntyre, DeBose, Hollins, & Towner, 2004; Louis & Marks, 1998; Strahan, 2003) mentioned specific changes teachers made in their classrooms.”
Teacher Collaboration in Instructional Teams and Student Achievement (2015, background): “Strahan (2003), for example, conducted case studies of three elementary schools that exhibited higher-than-expected levels of student achievement in order to identify features of the professional cultures of these schools.”
Self-Regulation in the Classroom: A Perspective on Assessment and Intervention (2005, unknown): “This includes, for example, co-designing tasks and practices that foster elementary school students’ SRL in a learning community using procedures such as “data-directed dialogue” (Strahan, 2003, p. 127), where teachers converse about student responses to various assessments.”
Teacher Collaborative Learning and Teacher Self-Efficacy: The Case of Lesson Study (2012, background): “These collaborative processes have been shown to enhance student work and performance outcomes, such as reduced student dropout; absenteeism; and academic gains in math, science, and reading (Y. L. Goddard, Goddard, & Tschannen-Moran, 2007; Strahan, 2003).”