Professional Communities and the Work of High School Teaching
Professional Communities and the Work of High School Teaching
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专业团体与高中教学工作
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
J. Talbert
中科院分区：
文献类型：
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作者：
M. Mclaughlin;J. Talbert
美国高中从未面临过如此大的改革压力：学生群体比以往任何时候都更加多样化，资源有限，并且期望教师为所有学生提供高标准的教学。虽然许多改革者寻求州或地区层面的变革，但本文的作者认为，最当地的环境——学校、部门和社区——对教师在课堂上的表现以及他们的职业满意度最重要。他们的研究结果基于有史以来对中学教学进行的最广泛的研究项目之一，表明部门文化在课堂环境和期望中发挥着至关重要的作用。例如，在同一所学校，社会研究老师形容他们的学生“冷漠且不愿意工作”，而英语老师则形容同样的学生“聪明、有趣、精力充沛”。对教育实践和政策产生广泛影响，这本书对教师群体进行了前所未有的审视，是教育工作者、管理人员和所有关注美国高中的人士的必读读物。
American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. While many reformers look for change at the state or district level, the authors here argue that the most local contexts-schools, departments, and communities-matter the most to how well teachers perform in the classroom and how satisfied they are professionally. Their findings-based on one of the most extensive research projects ever done on secondary teaching-show that departmental cultures play a crucial role in classroom settings and expectations. In the same school, for example, social studies teachers described their students as "apathetic and unwilling to work," while English teachers described the same students as "bright, interesting, and energetic." With wide-ranging implications for educational practice and policy, this unprecedented look into teacher communities is essential reading for educators, administrators, and all those concerned with U. S. High Schools.