The DOI matches its Crossref record; 86 of the 87 references it cites were found in a registry or an index.
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools
Abstract
The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using explicit protocols for grade-level meetings. Phase 1 produced no differences in achievement between experimental and comparable schools. During Phase 2, experimental group scores improved at a faster rate than at comparable schools and exhibited greater achievement growth over 3 years on state-mandated tests and an achievement index. Stable school-based settings, distributed leadership, and explicit protocols are key to effective teacher teams. The long-term sustainability of teacher teams depends on coherent and aligned district policies and practices.
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BackgroundImpact of sustained professional development in STEM on outcome measures in a diverse urban district
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BackgroundResultThe Development of Capacity for Data Use: The Role of Teacher Networks in an Elementary School
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BackgroundHoningh, M. E., & Hooge, E. (2013) · Educational Management Administration & Leadership · doi:10.1177/1741143213499256 · Cited by 81
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InfluentialKey Stakeholders' Perceptions of Effective School Leadership
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BackgroundHarris, A. (2010) · School Leadership and Management · doi:10.1080/13632434.2010.494080 · Cited by 75
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BackgroundDid They Get It? The Role of Fidelity in Teaching English Learners
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BackgroundInfluentialProfessional Development in Action: Improving Teaching for English Learners.
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Planning for Technology Integration in a Professional Learning Community
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BackgroundImproving Teaching through Collaborative Reflective Teaching Cycles
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“2009 ) describes the effective use of an explicit protocol for addressing (and solving) instructional problems.”
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Roegman, R., & Riehl, C. J. (2012) · Journal of School Leadership · doi:10.1177/105268461202200505 · Cited by 22
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“…data to drive instruction or collecting, analyzing, and acting on data themselves (e.g., Blanc et al., 2010; Christman et al., 2009; Coburn and Turner, 2011; Jimerson and McGhee, 2013; Lachat & Smith, 2005; Neumerski, 2013; Saunders et al., 2009), the literature has rarely looked to this dimension.”
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“Demographically matched comparison schools, selected at the beginning of the study to serve as controls, showed no comparable gains over the same 5-year period (Gallimore, Ermeling, Saunders, & Goldenberg, 2009; Saunders et al., 2009).”
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“…a growing body of evidence that teacher participation in lesson study can improve student learning by increasing teacher knowledge of content and pedagogy while focusing on student thinking and learning (Lewis, Perry, and Hurd 2009; Perry and Lewis 2009; Saunders, Goldenberg, and Gallimore 2009).”
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Regan, K. S., Evmenova, A. S., Kurz, L. A., Hughes, M. D., Sacco, D. M., Ahn, S. Y., MacVittie, N., Good, K., Boykin, A., Schwartzer, J., et al. (2016) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12101 · Cited by 21
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“…when treatment schools received intensified principal training, school leaders provided consistent meeting times, and teacher teams received explicit protocols that focused meeting time on students’ academic needs and how they might be instructionally addressed (Saunders et al., 2009, p. 1007).”
BackgroundResultInfluentialShelton, A., Hogan, E., Chow, J. C., & Wexler, J. (2022) · Review of Educational Research · doi:10.3102/00346543221087718 · Cited by 26
“…in the form of collaborative meetings led by peer facilitators and guided by inquiry protocols that structure conversations (Gallimore et al., 2009; Saunders et al., 2009; Segal et al., 2018), has the potential to facilitate teachers making substantial changes to their teaching practice, which may…”
BackgroundErmeling, B. A., Tatsui, T. T., & Young, K. R. (2015) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811511701108 · Cited by 21
“Saunders et al. (2009) reported that the achievement gains and shifts in school culture were obtained only after significant adjustments to the implementation design and especially the assistance framework.”
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Self-citationConceptualising collaboration for educational change: the role of leadership and governance
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“In fl uencing this could be systemic or structural factors such as the size of the organisations involved in the collaborative processes, the time that is a ff orded to it, and the skills, experiences, and perceptions of those involved (Saunders, Goldenberg, and Gallimore 2009).”
Strong agents and weak systems: University support for school level improvement
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“, more time for collaboration focused on instructional improvement) was connected to stronger gains in student achievement (Saunders et al., 2009).”
BackgroundErmeling, B. A. (2012) · Quest · doi:10.1080/00336297.2012.693754 · Cited by 15
“There are at least three thoroughly documented models of professional inquiry focused on improving classroom instruction—Japanese lesson study ( Lewis, 2002 ; Stigler & Hiebert, 1999 ), action research ( Carr & Kemmis, 1986 ; Mertler, 2009 ), and the Getting Results model ( Saunders, Goldenberg, & Gallimore, 2009 ).”
BackgroundGreat professional development which leads to great pedagogy: nine claims from
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BackgroundThe Cambridge Handbook of Applied School Psychology
Worrell, T. L. H. F. C. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532 · Cited by 15
Zakaria, Z., Care, E., & Griffin, P. (2016) · Cited by 15
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“As IPI shares commonalities with other collaborative learning approaches (such as professional learning communities, peer assistance and review, and classroom observation programs), we build on prior research that examines how supportive conditions within schools and individual characteristics may influence teacher en…”
BackgroundInfluentialTung, R., Diez, V., Gagnon, L., et al. (2011) · Cited by 14
Malakolunthu, S., Idris, A. R., & Rengasamy, N. C. (2010) · Asia Pacific Education Review · doi:10.1007/s12564-010-9108-y · Cited by 14
“There is evidence of a causal relationship between teacher performance and student outcomes (Kupermintz 2003; Jennings and Greenberg 2009; Palaniandy 2009); also, past researches have established that a number of factors may affect teacher performance such as qualification, professional interest and development, schoo…”
BackgroundChiang, K. M., Yin, H., Lee, I., & Chang, C.-H. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104431 · Cited by 18
Developing Data Leadership: Contextual Influences on Administrators’ Data Use
Roegman, R., Perkins-Williams, R., Maeda, Y., & Greenan, K. A. (2017) · Journal of Research on Leadership Education · doi:10.1177/1942775117719452 · Cited by 13
School–University Action Research: Impacts on Teaching Practices and Pupil Learning
Attorps, I., & Kellner, E. (2015) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-015-9686-6 · Cited by 13
Using Social Network Analysis to Promote Schoolwide Instructional Innovation: A Case Study
Woodland, R. H., Barry, S., & Roohr, K. C. (2014) · Journal of School Leadership · doi:10.1177/105268461402400104 · Cited by 14
“The nature and quality of “teacher networks” affect creation of knowledge, problem solving, and diffusion of instructional innovation within a school (Coburn et al., 2010; Deal et al., 2009; Leana & Pil, 2006; Saunders et al., 2009).”
BackgroundProfessional learning communities at a primary and secondary school network in India
Zahedi, S., Bryant, C. L., Iyer, A., & Jaffer, R. (2021) · Asia Pacific Education Review · doi:10.1007/s12564-020-09665-7 · Cited by 21
“2017; Williams 2013), two to three times a month (Riley 2015; Saunders et al. 2009), and up to once in 5 or 6 weeks (Schechter 2010).”
BackgroundÇopur, A., & Demirel, M. (2022) · The Social Studies · doi:10.1080/00377996.2022.2058905 · Cited by 17
“Saunders et al. (2009) 9.”
Murphy, D. L., & Ermeling, B. A. (2016) · Reflective Practice · doi:10.1080/14623943.2016.1164681 · Cited by 12
Forces Shaping Schooling and School Leadership
Murphy, J. (2015) · Journal of School Leadership · doi:10.1177/105268461502500603 · Cited by 13
Developing Instructional Leadership Through Collaborative Learning
Abbott, C. J., & McKnight, K. (2010) · AASA journal of scholarship & practice · Cited by 10
How Teachers Teach: Mapping the Terrain of Practice.
Sykes, G., & Wilson, S. M. (2015) · TOEFL iBT research reports · Cited by 10
The Roles of Teacher Leaders in Guiding PLCs Focused on Disciplinary Literacy
Charner‐Laird, M., Ippolito, J., & Dobbs, C. L. (2016) · Journal of School Leadership · doi:10.1177/105268461602600604 · Cited by 10
Teacher Collaboration in School Improvement
Weddle, H., Lockton, M., & Datnow, A. (2020) · doi:10.1093/obo/9780199756810-0248 · Cited by 10
Goshima, P. N., Panaqué, C. R., & Tapia, A. V. (2019) · Aula de encuentro: Revista de investigación y comunicación de experiencias educativas · doi:10.17561/ae.v21i1.10 · Cited by 9
The Change We Cannot See: Instructional Quality and Classroom Observation in the Era of Common Core
Cohen, J., Hutt, E., Berlin, R., & Wiseman, E. (2020) · Educational Policy · doi:10.1177/0895904820951114 · Cited by 11
“Others have noted that while collaboration has tremendous potential upside for teachers and students, effective collaboration is difficult to measure, in either formative or summative ways (Jones et al., 2019; Saunders et al., 2009).”
BackgroundThe Role of Professional Learning Communities in Successful Response to Intervention Implementation
Helman, L. A., & Rosheim, K. M. (2015) · Springer eBooks · doi:10.1007/978-1-4899-7568-3_7 · Cited by 9
Küçük, Z. D., Yabaş, D., Boyacı, H. S., & Çorlu, M. S. (2021) · International Journal of Education in Mathematics Science and Technology · doi:10.46328/ijemst.1279 · Cited by 9
“It is also evident in the research literature that high-qualified, research-based PD may facilitate change in teachers‘ classroom practices resulting in improved student learning outcomes (Cohen & Hill, 2000; Czerniak et al., 2005; Saunders et al., 2009).”
BackgroundMaking sense of external partnerships
Sahlin, S. (2019) · Journal of Professional Capital and Community · doi:10.1108/jpcc-02-2019-0004 · Cited by 12
Weddle, H. (2020) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812012201204 · Cited by 8
“Research also demonstrates that engaged leadership plays a role in enabling teachers’ collective work (Lockton, 2019; W. Saunders et al., 2009; Timperley, 2008; Vangrieken et al., 2015).”
BackgroundResultThe Resources of Instructional Contexts: Examples From New Elementary Science Teachers
Bennion, A. H., Bismack, A. S., Davis, E. A., & Palincsar, A. S. (2022) · Journal of Education · doi:10.1177/00220574221106748 · Cited by 10
“Harry had colleagues who would plan science lessons with him, and he felt this made the work of planning lessons easier (Saunders et al., 2009).”
BackgroundWhat Does Research Say about Effective Practices for English Learners?
Coleman, R., & Goldenberg, C. N. (2010) · Kappa Delta Pi Record · doi:10.1080/00228958.2010.10516546 · Cited by 8
“Studies reported by Goldenberg (2004), McDougall et al. (2007), and Saunders et al. (2009) are informative on this point because they are the only ones where faculties and administrators worked to set explicit schoolwide academic goals for students.”
BackgroundMethodInfluentialSelf-citationEnhancing Capacity to Improve Student Learning
Mayotte, G., Wei, D., Lamphier, S., et al. (2013) · Catholic education/Catholic education (Dayton, Ohio. Online) · doi:10.15365/joce.1602032013 · Cited by 8
Metadata
- Authors
- Saunders, W. M., Goldenberg, C. N., & Gallimore, R.
- Affiliations
- Pearson (United States) (US)
- Stanford University (US)
- University of California, Los Angeles (US)
- Venue
- American Educational Research Journal
- Published
- 2009-12
- Volume
- 46
- Issue
- 4
- Pages
- 1006-1033
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2145285859
- Cited by
- 293
- References
- 87
- Citations by year
- 2026: 5 · 2025: 5 · 2024: 10 · 2023: 14 · 2022: 15 · 2021: 12 · 2020: 59 · 2019: 16 · 2018: 9 · 2017: 21 · 2016: 20 · 2015: 29 · 2014: 20 · 2013: 14 · 2012: 18
- FWCI
- 57.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Educational Assessment and Improvement
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- grade-level teams, teacher teams, Title I schools, academic performance, distributed leadership, teacher leaders, principal training, school-based training, school improvement, low-income schools
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