Good intentions, questionable results: Implications for the professional development of teachers

Education and Urban Society

Volumn 34, Issue 4, 2002, Pages

  Sullivan, Susan ^a   Shulman, Vivian ^b   Glanz, Jeffrey ^c  

^a CITY UNIVERSITY OF NEW YORK   (United States)

^b CITY UNIVERSITY OF NEW YORK   (United States)

^c WAGNER COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 18544375928     PISSN: 00131245     EISSN: None     Source Type: Journal    
DOI: 10.1177/00124502034004004     Document Type: Article

References (19)

1. Valuing teachers: The making of a profession
2. Power and politics in the adoption of school reform models
3. Rethinking power in schools
4. A new strategy for public education
5. School-based management and the advent of teacher empowerment: One administrator's view of reform
6. It takes capacity to build capacity
7. Norms and politics of equity-minded change
8. Organizational conditions of teacher learning
9. A balancing act: Implementing a peer coaching program in a complex, conflicted environment
10. Educational organizations as loosely coupled systems