The DOI matches its Crossref record; 16 of the 16 references it cites were found in a registry or an index.
Teacher Learning: the Key to Educational Reform
Abstract
This letter to the next president of the United States recommends the transformation of teacher in-service learning as a powerful means of education reform. Too often, professional development is perceived by teachers as being idiosyncratic and irrelevant. The authors recommend a reconceptualization of professional learning for practicing teachers, in which educators are involved in learning communities, these communities evolve over time, and they revolve around norms of openness, scholarly rigor, and collaborative construction of professional knowledge. The authors describe three such environments of professional learning—the National Writing Project, the Carnegie Academy for the Scholarship of Teaching and Learning, and the Quest Project for Signature Pedagogies in Teacher Education—and recommend that the incoming chief executive should capitalize on the strengths of such programs and extend them to many more teachers nationwide.
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Cites
Communities of Practice: Learning, Meaning, and Identity
Wenger, E. (1998) · doi:10.1017/cbo9780511803932 · Cited by 23,500
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning?
Putnam, R. T., & Borko, H. (2000) · Educational Researcher · doi:10.2307/1176586 · Cited by 3,338
Inside/Outside: Teacher Research and Knowledge
Cochran‐Smith, M., & Lytle, S. L. (1993) · Medical Entomology and Zoology · Cited by 2,077
Toward a Theory of Teacher Community
Grossman, P., Wineburg, S., & Woolworth, S. (2001) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1111/0161-4681.00140 · Cited by 1,194
Professional communities and the work of high school teaching
(2002) · Choice Reviews Online · doi:10.5860/choice.40-0442 · Cited by 1,110
(2008) · Choice Reviews Online · doi:10.5860/choice.45-2737 · Cited by 868
Professional learning communities : divergence, depth and dilemmas
Stoll, L., & Louis, K. S. (2007) · Cited by 784
The wisdom of practice: essays on teaching, learning, and learning to teach
(2004) · Choice Reviews Online · doi:10.5860/choice.42-1702 · Cited by 717
Shulman, L. S. (1999) · Change: The Magazine of Higher Learning · doi:10.1080/00091389909602695 · Cited by 348
Networks and Reform in American Education
Lieberman, A., & Grolnick, M. (1996) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146819609800106 · Cited by 285
Self-citation
Cited by
Voogt, J., & Roblin, N. P. (2012) · Journal of Curriculum Studies · doi:10.1080/00220272.2012.668938 · Cited by 1,561
Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.09.001 · Cited by 512
Liu, S., & Hallinger, P. (2018) · Educational Administration Quarterly · doi:10.1177/0013161x18769048 · Cited by 365
Teachers' motivation to participate in training and to implement innovations
Gorozidis, G., & Papaioannou, A. G. (2014) · Teaching and Teacher Education · doi:10.1016/j.tate.2013.12.001 · Cited by 306
Patterns in teacher learning in different phases of the professional career
Vermunt, J. D., & Endedijk, M. D. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2010.11.019 · Cited by 259
Metadata
- Authors
- Lieberman, A., & Pointer Mace, D. H.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2008-05
- Volume
- 59
- Issue
- 3
- Pages
- 226-234
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2020016745
- Cited by
- 477
- References
- 16
- FWCI
- 75.84
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
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.
