"This mixed methods, convergent research study sought to examine teachers'experiences within a professional learning community, aimed in part at narrowing the achievement gap of target students at a large suburban school. The teachers explored and then monitored strategic instructional practices, while developing relationships with target students (African American, Latino, and English language learners) under the umbrella of a professional learning community (PLC). During a 2-year time period, teachers developed and implemented research-based interventions to all students and monitored monthly the progress of target students. The data for the study were gathered by administering a Likert-scale and open-response survey to the teachers at the conclusion of the study. The results revealed that working within a PLC provided structure and the opportunity to implement effective instructional practices and to develop meaningful relationships with target students that led to improved academic outcomes. This research study proved successful in meeting the academic and emotional needs of students as measured by student achievement and reduced suspensions. However, in the professional learning communities, the teachers did not freely discuss the topic of race and its impact on the achievement gap, bringing attention to the need to still address how race and the achievement gap intersect."--Abstract, p. 1.

The book consists of 16 chapters and 2 commentaries describing long term R&D projects in science and mathematics education conducted in the Department of Science Teaching, The Weizmann Institute of Science. Almost all the chapters describe long-term projects, some over the period of 50 years.

The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.

Make the transition from traditional, whole-group reading instruction to the 21st century classroom by integrating three innovations that will dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. Detailed ex

Educators will have the guidance and tools they need to successfully implement a collaborative coaching partnership system--one that will improve instruction and maximize student learning in their schools. The authors examine all the necessary components--from clearly communicated roles to generative thinking to effective communication--and offer research-based strategies, real-life vignettes, coaching-in-action reflective practice questions, a helpful Planning Tool, and more.

This 10th-anniversary sequel to the authors’ best-selling book Professional Learning Communities at WorkTM: Best Practices for Enhancing Student Achievement merges research, practice, and passion. The most extensive, practical, and authoritative PLC resource to date, it goes further than ever before into best practices for deep implementation, explores the commitment/consensus issue, and celebrates successes of educators who are making the journey.

How can schools develop a shared vision that embraces the aspiration of all members of the school community? How can members of a learning community work together to build the knowledge and processes needed for student success? This book describes a professional development model that supports educators and families in learning and growing together. It offers a theoretical framework and practical guidance for renewing the capacity of schools to produce positive results for all children. * Part I: Cornerstones discusses concepts, assumptions, and leadership qualities of an effective school-based staff development model. * Part II: Process presents lively case studies and activities that show how to build professional learning communities. It describes strategies to help teams engage in meaningful dialogue and discovery. * Part III: Tools for Learning is filled with practical, field-tested staff development tools that complement the process of building school-based professional learning communities. This book embraces principles of collegiality, inquiry, learning, and community. It is written by practitioners for practitioners in the hope that collegial learning will be a renewing force in schools during these times of change. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.