The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences
Abstract
Professional community is receiving markedly increased attention as part of both practitioner and scholarly efforts to promote improvements in instruction and student learning. Interest in this area joins two previously distinct literatures, one dealing with the benefits of communal school organization and another with enhanced teacher professionalism, to formulate a theoretical framework for a school-based professional community. Using data from a large urban school district, this article tests the impact of structural, human, and social factors on the emergence of school-based professional community and examines the extent to which such developments in turn promote learning and experimentation among faculty.
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Citations
Cites
Cultures and Organizations: Software of the Mind.
Triandis, H. C., & Hofstede, G. (1993) · Administrative Science Quarterly · doi:10.2307/2393257 · Cited by 17,696
Catholic Schools and the Common Good
BRYK, A. S., Lee, V. E., & Holland, P. B. (1993) · doi:10.4159/9780674029033 · Cited by 973
Self-citationSpillane, J. P., & Thompson, C. L. (1997) · Educational Evaluation and Policy Analysis · doi:10.2307/1164209 · Cited by 31
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
How does leadership affect student achievement? Results from a national US survey
Seashore Louis, K., Dretzke, B., & Wahlstrom, K. (2010) · School Effectiveness and School Improvement · doi:10.1080/09243453.2010.486586 · Cited by 624
Identity learning: the core process of educational change
Geijsel, F., & Meijers, F. (2005) · Educational Studies · doi:10.1080/03055690500237488 · Cited by 326
Metadata
- Authors
- Bryk, A., Camburn, E., & Louis, K. S.
- Venue
- Educational Administration Quarterly
- Publisher
- SAGE Publications
- Published
- 1999-12-01
- Volume
- 35
- Issue
- 5
- Pages
- 751-781
- ISSN
- 0013-161X (ISSN-L)
- 0000-0000
- OpenAlex
- W2066231403
- Cited by
- 627
- References
- 3
- FWCI
- 31.71
- Type
- journal article
- Language
- en
- Open access
- closed
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- Bryk, A., Camburn, E., & Louis, K. S. (1999). Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences. Educational Administration Quarterly. https://doi.org/10.1177/00131619921968815
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
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.
