Teaching in Context (Harvard Education Press, 2017) provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The volume is edited by ASI senior fellow Esther Quintero and has a foreword by Andy Hargreaves.
The Social Side of Education: How Social Aspects of Schools and School Systems Shape Teaching and Learning
April 8, 2016, Washington, DC
The Social Side of Education: How Social Aspects of Schools and School Systems Shape Teaching and Learning
April 8, 2016, Washington, DC
The Social Side of Education: How Social Aspects of Schools and School Systems Shape Teaching and Learning.
April 8, 2016, Washington, D.C.
Social Side of Education: How Social Aspects of Schools and School Systems Shape Teaching and Learning
April 8, 2016, Washington, DC
As school systems devote tremendous resources to examining the effectiveness of individual teachers, how can we encourage schools to make room for collaborative practices? This paper begins to conceptualize one avenue for reconciling these ideas: Rigurously measuring team teaching and making room for the assessment of team work in schools' evaluation processes.
This publication pulls together six important research essays from the social side of eduction blog series. Collectively, these essays make a compelling case that increasing the instructional capacity of schools requires looking beyond individual teacher effectiveness.
These slides summarize research by Susan Moore Johnson, Carrie R. Leana, and John P. Papay suggesting that teacher quality is as much as about the capacities of individuals as it is about the socio-cultural context where teachers and students do their work.
Relationships, trust, collaboration and social capital are key to educational improvement. Learn more about the social side perspective through these resources.
This short video explains some shortcomings of mainstream education reform and offers an alternative framework to advance educational progress. Educational improvement is as much about the capacities of individuals as it is about their relationships and the broader social context.
In this major research analysis, Richard Elmore explores the problems with the structure and leadership of public education, while explaining the dangers of public funding for private schools. He urges educators to study the schools whose leaders and best practice are succeeding in meeting high standards, including through the use of collaboration and distributed leadership.
The Institute provided a grant to support the writing of this important book by James Stigler and James Hiebert, which explores the school system's failure to support a culture of professional development for teachers. It compares what's lacking in teacher training in this country with what's working in Japan, where teachers spend time working together to improve their skills.
