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Teacher conversation and community: What matters in smaller learning communities and inquiry-based high school reform.

机译：教师对话和社区：在较小的学习社区和基于探究的高中改革中，重要的是。

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摘要

This dissertation explores teachers' professional conversations and interaction in the context of one high school's conversion to smaller learning communities (SLCs), and the implementation of collaborative inquiry (a type of action research) aimed at improving the academic outcomes of struggling students. School reformers have viewed effective teacher professional communities as a critical lever of change in increasing achievement for low performing students and closing the achievement gap. Drawing upon extensive observations of teachers' common planning time meetings over the first year and a half of the reform implementation, this qualitative study posed several questions around how teacher conversation and community developed, with a specific focus on whether and how teachers discussed pedagogy.Teachers undertook challenging, incremental, and unfamiliar work, successfully introducing new norms of professional practice centered on consistent discussion of "target" groups of struggling students. Even though operating in a shared reform context, teacher communities in different SLCs manifested unique patterns of development and interaction. The unfamiliar nature of teachers' reform work was an important context for, and shaper of, teacher conversation. Teacher conversations were also important vehicles through which teachers conveyed conceptions of students, practice and the reform initiative. Although teachers' inquiry work aimed to ground teacher conversations and work in the realm of low-inference, objective thinking, teachers routinely gravitated toward familiar and comfortable topics such as student behavior, family life and disposition, for example. Teachers referenced these kinds of issues as obstacles to students' greater academic achievement even a year into the reform's implementation. This behavior was consistent through the course of the study and may have had bearing on teachers' sense of accountability and agency for student learning.When teachers talked about pedagogy, they overwhelmingly discussed the students they taught, focusing less on what they taught or how they taught it. Conversations about "who" students were generated the greatest teacher participation. SLC leaders exerted tremendous influence in these conversations, establishing frames, and expanding or constraining opportunities to talk meaningfully about students and instruction. The findings of this research offer critical points of leverage reformers can utilize to focus teachers' efforts more effectively in similar reform contexts.
机译：本论文探讨了在一所中学转变为小学习社区（SLC）的背景下教师的专业对话和互动，以及旨在改善挣扎学生的学术成果的协作探究（一种行动研究）的实施方式。学校改革者已将有效的教师专业社区视为改变绩效的关键杠杆，以提高表现欠佳的学生的成绩并缩小成绩差距。在对改革实施的第一年半中教师共同计划时间会议的广泛观察中，这项定性研究提出了有关教师对话和社区如何发展的几个问题，特别关注教师是否以及如何讨论教学法。进行了具有挑战性，增量性和陌生性的工作，成功地引入了新的专业实践规范，该规范以持续讨论陷入困境的学生的“目标”群体为中心。即使在共享的改革环境中运作，不同SLC中的教师社区也表现出独特的发展和互动模式。教师改革工作的陌生性质是教师对话的重要环境和塑造者。教师对话也是教师传达学生观念，实践和改革倡议的重要工具。尽管教师的探究工作旨在使教师的对话和工作以低推理，客观的思维为基础，但教师通常偏向于熟悉而舒适的话题，例如学生的行为，家庭生活和性格。老师认为这类问题甚至阻碍了改革实施一年的学习成绩。这种行为在整个学习过程中是一致的，可能与教师的责任感和对学生学习的影响有关。当教师谈论教学法时，他们以压倒多数讨论了他们所教的学生，而较少地关注他们所教的内容或方式教了它。关于“谁”学生的对话引起了最大的教师参与。 SLC领导者在这些对话中发挥了巨大影响，建立了框架，并扩大或限制了有意义地谈论学生和指导的机会。这项研究的发现提供了杠杆改革者的关键点，可以在类似的改革背景下利用杠杆改革者更有效地集中精力。

著录项

  • 作者

    Barrett, Tarika.;

  • 作者单位

    New York University.;

  • 授予单位 New York University.;
  • 学科 Education Pedagogy.Education Secondary.Education Policy.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 253 p.
  • 总页数 253
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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