When state policies meet local district contexts: Standards-based professional development as a means to individual agency and collective ownership

Teachers College Record

Volumn 104, Issue 4, 2002, Pages 787-811

  Dutro, Elizabeth ^a,b   Fisk, Maria Chesley ^a,b   Koch, Richard ^a,b   Roop, Laura J ^a,b   Wixson, Karen ^a,b  

^a UNIVERSITY OF WASHINGTON   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036014598     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-9620.00179     Document Type: Article

References (23)

1. Reading and writing workshop? What's new about that?
2. Top-down and bottom-up: Teachers as policy advocates in the Michigan english language arts frameworks project
3. Toward an educational relevant theory of literacy learning: Twenty years of inquiry
4. Policy and practice: An overview
5. Relations between policy and practice: A commentary
6. Policies that support professional development in an era of reform
7. Turning systemic thinking on its head
8. Teachers development and educational change
9. The descriptive review of a child: Teachers learn about values
10. Practices that support teacher development: Transforming conceptions of professional learning
11. Networks and reform in American education
12. Teachers' professional development in a climate of educational reform
13. Learning from experience: Lessons from policy implementation
14. Five standards of authentic instruction
15. Districts matter: Local educational authorities and state instructional policy
16. Reconstructing conceptions of local capacity: The local education agency's capacity for ambitious instructional reform
17. Reforming reading instruction on multiple levels: Interrelations and disconnections across the state, district, and classroom levels