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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“We also expected teachers to perceive collaboration around students’ classroom work more favorably, given recent evidence of strong effects of professional development focused on student work (Gallimore et al., 2009; Saunders et al., 2009).”
BackgroundResearch on Data Use: A Framework and Analysis
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“In their study of a comprehensive initiative focused on the implementation of grade level inquiry teams, Saunders and his colleagues (Gallimore et al., 2009; McDougall et al., 2007; Saunders et al., 2009) provide evidence that schools with strong implementation of the intervention significantly outperformed control sc…”
BackgroundTracing the effects of teacher inquiry on classroom practice
Ermeling, B. A. (2009) · Teaching and Teacher Education · doi:10.1016/j.tate.2009.02.019 · Cited by 202
Effects of teacher professional learning activities on student achievement growth
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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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