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Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
Abstract
School reform efforts have focused on the development of professionally enriching work groups for teachers as a vehicle for improving student achievement. This study examines the impact of school professional community on the intellectual quality of student performance (assessed using authentic measures) and on two dimensions of classroom organization, the technical (measured as authentic pedagogy) and the social (measured as social support for achievement). Employing quantitative (multilevel) and qualitative analytic methods, we show that in 24 nationally selected, restructuring elementary, middle, and high schools professional community is strongly associated with these dimensions of classroom organization. Both professional community and social support for achievement have a positive relationship to student performance, but the strength of their association with authentic pedagogy accounts for that effect.
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Citations
Cites
Restructuring the Classroom: Conditions for Productive Small Groups
Cohen, E. G. (1994) · Review of Educational Research · doi:10.3102/00346543064001001 · Cited by 2,120
Cited by
Effective Teacher Professional Development
Darling-Hammond, L., Hyler, M., & Gardner, M. (2017) · Learning Policy Institute · doi:10.54300/122.311 · Cited by 4,264
Professional Learning Communities: A Review of the Literature
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006) · Journal of Educational Change · doi:10.1007/s10833-006-0001-8 · Cited by 2,570
How teacher turnover harms student achievement
Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013) · American Educational Research Journal · doi:10.3102/0002831212463813 · Cited by 1,324
Distributed Leadership in Organizations: A Review of Theory and Research
Bolden, R. (2011) · International Journal of Management Reviews · doi:10.1111/j.1468-2370.2011.00306.x · Cited by 1,227
Social Capital and Organizational Performance: Evidence from Urban Public Schools
Leana, C. R., & Pil, F. K. (2006) · Organization Science · doi:10.1287/orsc.1060.0191 · Cited by 680
Metadata
- Authors
- Louis, K. S., & Marks, H. M.
- Venue
- American Journal of Education
- Publisher
- University of Chicago Press
- Published
- 1998-08
- Volume
- 106
- Issue
- 4
- Pages
- 532-575
- ISSN
- 0195-6744 (ISSN-L)
- 1549-6511
- OpenAlex
- W2024120027
- Cited by
- 784
- References
- 1
- FWCI
- 40.64
- Type
- journal article
- Language
- en
- Open access
- closed
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- Louis, K. S., & Marks, H. M. (1998). Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools. American Journal of Education. https://doi.org/10.1086/444197
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
