Communities of practice and the mediation of teachers' responses to standards-based reform

Education Policy Analysis Archives

Volumn 11, Issue , 2003, Pages

  Gallucci, Chrysan ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3042608351     PISSN: 10682341     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (58)

1. Ball, D. (1990). Reflections and deflections of policy: The case of Carol Turner. Educational evaluation and policy analysis, 12, 327-345.
2. Borko, H., & Putnum, R. T. (1995). Expanding a teacher's knowledge base: A cognitive psychological perspective on professional development. In T. R. Guskey & M. Huberman (Eds.). Professional development in education: New paradigms and practices (pp. 35-36). New York: Teachers College Press.
3. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 513-531.
4. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
5. Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational evaluation and policy analysis, 23, 145-170.
6. Cohen, D. K. (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational evaluation and policy analysis, 12, 327-345.
7. Cohen, D., & Ball, D. (1990). Relations between policy and practice: A commentary. Educational Evaluation and Policy Analysis, 12, 347-353.
8. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: The Belknap Press of Harvard University Press.
9. Darling-Hammond, L., & McLaughlin, M. W. (1999). Investing in teaching as a learning profession: Policy problems and prospects. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 376-411). San Francisco: Jossey Bass.
10. Denzin, N. K. (1978). Sociological methods: A source book (2nd ed). New York: McGraw-Hill.
11. Dutro, E., Fisk, M.C., Koch, R., Roop, L.J., & Wixson, K. (2002). When state policies meet local district contexts: Standards-based professional development as a means to individual agency and collective ownership. Teachers College Record, 104, 787-811
12. Educational Evaluation and Policy Analysis (EEPA) (1990). Entire thematic issue (devoted to the findings of the California study of elementary mathematics). Vol. 12, no. 3 (Fall).
13. Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66,(1) 1-26.
14. Elmore, R. F. (April, 1999). Learning in classrooms, schools, and school systems: The problem of large-scale educational improvement. The Dewitt Wallace Lecture presented at the annual meeting of the American Educational Research Association, Montreal.
15. Elmore, R. F. (2000). Building a new structure for school leadership. Washington, DC: Albert Shanker Institute.
16. Elmore, R. F., & Burney, D. (1997). School variation and systemic instructional improvement in Community School District #2, New York City. Unpublished manuscript, Learning Research and Development Center, University of Pittsburgh.
17. Franke, M. L., & Kazemi, E. (2001). Teaching as learning within a community of practice: Characterizing generative growth. In T. Wood, B. Nelson, & J. Warfield (Eds.), Beyond classical pedagogy in teaching elementary mathematics: The nature of facilitative teaching. Mahwah, N.J.: L. Erlbaum Associates.
18. Gallucci, C. (Oct.-Nov.,1998). Policy and professional growth: Teachers' reconstructing practice in a climate of state reform. Paper presented at the annual convention of The University Council for Educational Administration, St. Louis, MO.
19. Gallucci, C. (April, 2000). Framing the study of teachers' response to systemic reform in high-poverty elementary schools. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
20. Gallucci, C. (2002). Communities of practice and the mediation of teachers' response to standards-based reform. Unpublished doctoral dissertation, University of Washington, Seattle, WA.
21. Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley: University of California Press.
22. Grossman, P., & Wineburg, S. (2000). What makes teacher community different from a gathering of teachers? (Document O-00-1). Seattle, Washington: University of Washington, Center for the Study of Teaching and Policy (CTP) and Center on English Learning and Achievement (CELA).
23. Hargreaves, A. (1994). Changing teachers, changing time: Teachers' work and culture in the postmodern age. New York: Teachers College Press.
24. Hawley, W. D. & Valli, L. (1999). The essentials of effective professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
25. Herrenkohl, L. R., & Wertsch, J. V. (1999). The use of cultural tools: Mastery and appropriation. In I. E. Sigel (Ed.), the development of mental representation: Theories and applications. Mahwah, NJ: Lawrence Erlbaum Associates.
26. Jennings, N. E. (1996). Interpreting policy in real classrooms: Case studies of state reform and teacher practice. New York: Teachers College Press.
27. Johnson, S. M. (1990). Teachers at work: Achieving success in our schools. New York: Basic Books.
28. Knapp, M. S. (1997). Between systemic reform and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learning. Review of Educational Research, 67, 227-266.
29. Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3, 149-164.
30. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
31. LeCompte, M.D., & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd ed.). San Diego, CA: Academic Press.
32. Little, J. W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19, 325-340.
33. Little, J. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91, 509-536.
34. Little, J. (1997). Excellence in professional development and professional community. Working paper. University of California, Berkeley.
35. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
36. Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers' professional community in restructuring schools. American Educational Research Journal, 33, 757-798.
37. Marks, H. M., & Louis, K. S. (1999). Teacher empowerment and the capacity for organizational learning. Educational Administration Quarterly, 35, 707-750.
38. McLaughlin, M.W. (1987). Learning from experience: Lessons from policy implementation. In R. Odden (Ed.), Education policy implementation. New York: SUNY Press.
39. McLaughlin, M.W. & Talbert, J. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
40. McNeil, L. M. (2000). Contradictions of school reform: Educational costs of standardized testing. New York: Routledge.
41. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.). Thousand Oaks, CA: SAGE Publications.
42. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind. Cambridge: Cambridge University Press.
43. Rosenholtz, S. (1989). Teachers' workplace: The social organization of schools. New York: Longman.
44. Smith, M., & O'Day, J. (1991). Systemic school reform. In S. H. Fuhrman & B. Malen (Eds.). The politics of curriculum and testing (pp. 233-268). Bristol, PA: The Falmer Press.
45. Spillane, J. P. (1999). External reform initiatives and teachers' efforts to reconstruct their practice: The mediating role of teachers' zones of enactment. Journal of Curriculum Studies, 31, 143-175.
46. Spillane, J. P. (2000). A fifth-grade teacher's reconstruction of mathematics and literacy teaching: Exploring interactions among identity, learning, and subject matter. Elementary School Journal, 100.
47. Spillane, J. P., & Zeuli, J. S. (1999). Reform and teaching: Exploring patterns of practice in the context of national and state mathematics reforms. Educational Evaluation and Policy Analysis, 21, 1-28.
48. Spradley, J. P. (1979). The ethnographic interview. Fort Worth, TX: Harcourt Brace Jovanonich.
49. Thompson, C. L. & Zeuli, J. S. (1999). The frame and the tapestry: Standards-based reform and professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
50. Weatherly, R., & Lipsky, M. (1977). Street-level bureaucrats and institutional innovation: Implementing special education reform. Harvard Education Review, 47, 171-197.
51. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
52. Wenger, E., McDermott, R., & Snyder, W.M. (2002). Cultivating communities of practice. Boston, MA: Harvard Business School Press.
53. Wertsch, J. V. (1985). Vygotskyand the social formation of mind. Cambridge, MA: Harvard University Press.
54. Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
55. Whitford, B. L., & Jones, K. (2000). Accountability, assessment, and teacher commitment: Lessons from Kentucky's reform efforts. Albany, NY: SUNY Press.
56. Wiemers, N. J. (1990). Transformation and accommodation: A case study of Joe Scott. Educational evaluation and policy analysis, 12, 327-345.
57. Wilson, S. M. (1990). A conflict of interests: The case of Mark Black. Educational evaluation and policy analysis, 12, 327-345.
58. Yin, R. K. (2002). Case study research. (3rd ed.). Newbury Park: Sage Publications.