Inside Teacher Community: Representations of Classroom Practice.

By J. Little. 2003

790 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d33b9e9ca11f5b37dc7dfed7bd4b52cfa287d045

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement (2014, background): “…social interaction in terms of the exchange (sending and receiving) of resources (e.g., knowledge, information) within a school’s social network, as well as the capacity of individual teachers to access these resources (Burt, 1992; Curry, Gearhart, Kafka, & Little, 2003; Penuel et al., 2009).”
School-based teacher collaboration: Different learning opportunities across various contexts (2019, background): “As pointed out by Little (2003), collegial observations are essential to teacher learning because they reflect specificity and completeness in what teachers share with their colleagues.”
Revisiting Professional Learning Communities to Increase College Readiness (2011, background): “American Educational Research Journal, 38(3), 915–945. Gersten, R., Dimino, J., Jayanthi, M., Kim, J., & Santoro, L. (2009). An investigation of the impact of the Teacher Study Group as a means to enhance the quality of reading comprehension and vocabulary instruction for first graders in Reading Fi”
Holding the Reins of the Professional Learning Community: Eight Themes from Research on Principals' Perceptions of Professional Learning Communities. (2009, background): “Although perhaps obvious to some, the human interactions in a professional learning community have proven difficult to capture (Little, 2003).”
The Nature and Development of Teachers' Metastrategic Knowledge in the Context of Teaching Higher Order Thinking (2006, methodology): “Little (2002, 2003) conducted a set of studies into professional community as a locus for teacher development, asking how classroom teaching practices come to be known, shared, and developed among teachers through their out-of-classroom interactions.”
Teaching Practice: A Cross-Professional Perspective (2009, background): “Little (2003) has begun to develop a framework for exploring how representations of practice in professional conversation afford opportunities for learning about practice.”
Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development (2015, background): “Teachers create learning opportunities when they share expertise, talk about new material, and discuss effective teaching (Brownell et al. 1997; Davis 2003; Little 2003; Smylie 1995).”
Teacher leadership enactment in professional learning community contexts: towards a better understanding of the phenomenon (2015, background): “Furthermore, more research work is needed to examine the specific interactions and dynamics in which professional community constitutes a resource for teacher learning and innovations in teaching practice, and how communities achieve their effects (Little 2003).”
Teacher learning and collaboration in innovative teams (2010, background): “In order to learn from such exchanges of experiences, Little (2003) argues that ‘classroom accounts that surface in interactions tend to rely heavily on a certain shorthand terminology, and on condensed narratives that convey something of the press of classroom life without fully elaborating its…”
Quality Teacher Induction: “Fourth-Wave” (1997–2006) Induction Programs (2009, background): “Occur often and long enough to ensure progressive gains in knowledge, skill, and confi dence (Little, 2003).”
Teacher Collaboration in Instructional Teams and Student Achievement (2015, background): “Among many changes, the plan required that early career teachers participate monthly in PLCs.”
Clarifying the Concept of Communities of Practice in Sport (2008, background): “In an attempt to describe learning outside of the usual official curriculum, such concepts as workplace learning, nonformal learning, informal learning, and incidental learning have been used in the fields of teacher education [3, 4], workplace pedagogy [5, 6] and sport [710].”
Effective professional learning communities? The possibilities for teachers as agents of change in schools (2014, background): “There is a danger in PLCs that local norms of practice become reified through consensus ‘in effect replacing the isolated classroom teacher with the isolated teacher group and balkanized workplace’ (Little, 2003, p. 939).”
The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review (2016, background): “Such shifts in science teachers’ practices contributed to the enhancement of student learning (Little 2003).”