568.full

Human Resource Management (Available Titles Coursemate)

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http://ema.sagepub.com/ Educational Management http://ema.sagepub.com/content/39/5/568 The online version of this article can be found at: DOI: 10.1177/1741143211408453 July 2011 2011 39: 568 originally published online 7 Shelby Cosner Lessons from a Longitudinal Study of Collaborative Data Use by Teachers Teacher Learning, Instructional Considerations and Principal Communication: Published by: http://www.sagepublications.com On behalf of: can be found at: Additional services and information for http://ema.sagepub.com/cgi/alerts Email Alerts: http://ema.sagepub.com/subscriptions Subscriptions: http://www.sagepub.com/journalsReprints.nav Reprints: http://www.sagepub.com/journalsPermissions.nav Permissions: http://ema.sagepub.com/content/39/5/568.refs.html Citations: What is This? - Jul 7, 2011 OnlineFirst Version of Record - Sep 7, 2011 Version of Record >> at WALDEN UNIVERSITY on February 14, 2012 ema.sagepub.com Downloaded from
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Article Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers Shelby Cosner Abstract Drawing from a three-year qualitative multi-case study that examined three urban elementary schools as these schools instituted grade-level data-based collaboration as a school-wide literacy reform strategy, this article investigates how knowledge of student learning and instructional considerations evolved over time across this collection of grade-level teams from data-based collaboration. For grade-level teams in this study, the generation of student learning knowledge from data-based collaboration was not an automatic outcome, but one that developed over time. The activation and use of student learning knowledge for instructional considerations also devel- oped over time but varied by type of instructional consideration. Principal communication associ- ated with data-based collaboration, a facet of their role as reform sensegivers, is also explored as a factor of influence related to the generation of student learning knowledge and activation and use of knowledge for instructional considerations from data-based collaboration. Of importance, the content of principal communication evolved over time for all three principals and appeared to shape the design and introduction of proximal tools and processes that supported grade-level data-based collaboration that in turn influenced the ways in which student learning knowledge and instructional considerations developed from data-based practices over time. Implications for policy and practice are considered. Keywords
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568.full - Educational Management Administration &...

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