Using Improvement Science to Better Support Beginning Teachers
Using Improvement Science to Better Support Beginning Teachers
复制标题
利用改进科学更好地支持新教师
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Sandra Park
中科院分区：
文献类型：
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作者：
Maggie Q. Hannan;J. Russell;Sola Takahashi;Sandra Park
新教师的快速更替是困扰全国各地学校的一个顽固挑战。该领域已经就有效的新手教师支持的关键要素达成了一些共识，这些要素有可能改善这一问题，尽管这些知识以不一致的方式应用。初期教师支持是一个复杂的问题，涉及多个层面：它对教师、学校管理者、学区、教育系统和劳动力市场产生更广泛的影响。本文分析了解决这一问题的一项合作努力：构建教学效果网络（BTEN）。我们使用定性案例研究方法来分析BTEN学校如何使用标准反馈过程和改进科学方法来支持新教师的发展。该分析提供的证据表明，这些方法使参与者能够在制定和加强教师支持过程的同时了解他们的学校，并考虑到可能阻碍学校改进的持续规范。
The rapid turnover of novice teachers is a stubborn challenge plaguing schools across the country. The field has come to some consensus about key elements of effective novice teacher support that have potential to ameliorate this problem, although this knowledge has been applied in an inconsistent fashion. Beginning teacher support is a complex issue that functions on many levels: It impacts teachers, school administrators, districts, and the educational system and labor market more broadly. This article analyzes a collaborative effort to tackle this problem: the Building a Teaching Effectiveness Network (BTEN). We use a qualitative case study approach to analyze how BTEN schools supported new teacher development using a standard feedback process and improvement science methods. This analysis offers evidence that these methods enabled participants to learn about their schools while enacting and enhancing the teacher support process, and to reckon with persistent norms that can be obstacles to creating improvement in schools.