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Critical Friends: A case study of te...

Curry, Marnie Willis.

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Critical Friends: A case study of teachers' professional community in a reforming high school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Critical Friends: A case study of teachers' professional community in a reforming high school./
作者:	Curry, Marnie Willis.
面頁冊數:	338 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3239.
Contained By:	Dissertation Abstracts International64-09A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3105191
ISBN:	0496527582

Critical Friends: A case study of teachers' professional community in a reforming high school.
Curry, Marnie Willis.

Critical Friends: A case study of teachers' professional community in a reforming high school. - 338 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3239.

Thesis (Ph.D.)--University of California, Berkeley, 2003.

This dissertation investigates how teachers' professional inquiry communities at the high school level constitute a resource for school reform and professional development. Using video-based, qualitative methods and a multi-case case study design, this research examines the situated practices of teachers who are members of Critical Friends Groups (CFGs)---school-based, cross-disciplinary, oral inquiry groups. The study encompasses data from six groups in a single comprehensive high school, but concentrates most fully on the complex social and organizational dynamics at play within one focal CFG, selected as a case of mature practice. In particular, the analysis traces how and to what extent teachers through their participation in this professional community: (1) interrupted established occupational norms of privacy, non-interference, and congeniality; (2) introduced alternative norms of public discourse about teaching practice and controversial reform issues; and (3) developed a schoolwide orientation to student learning that bridged departmental and subject boundaries. Through these processes, members co-constructed particular professional development opportunities aimed at instructional improvement and school reform. The findings demonstrate how certain design features of CFGs, specifically, the multi-purpose "menu" of activities, the membership structure, and the reliance on protocol guidelines to structure conversations, carry with them endemic tensions that both enable and constrain teachers' professional development in consequential ways.

ISBN: 0496527582Subjects--Topical Terms:

626654
Education, Sociology of.

Critical Friends: A case study of teachers' professional community in a reforming high school.
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500 $a Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3239.
500 $a Chair: Judith Warren Little.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 2003.
520 $a This dissertation investigates how teachers' professional inquiry communities at the high school level constitute a resource for school reform and professional development. Using video-based, qualitative methods and a multi-case case study design, this research examines the situated practices of teachers who are members of Critical Friends Groups (CFGs)---school-based, cross-disciplinary, oral inquiry groups. The study encompasses data from six groups in a single comprehensive high school, but concentrates most fully on the complex social and organizational dynamics at play within one focal CFG, selected as a case of mature practice. In particular, the analysis traces how and to what extent teachers through their participation in this professional community: (1) interrupted established occupational norms of privacy, non-interference, and congeniality; (2) introduced alternative norms of public discourse about teaching practice and controversial reform issues; and (3) developed a schoolwide orientation to student learning that bridged departmental and subject boundaries. Through these processes, members co-constructed particular professional development opportunities aimed at instructional improvement and school reform. The findings demonstrate how certain design features of CFGs, specifically, the multi-purpose "menu" of activities, the membership structure, and the reliance on protocol guidelines to structure conversations, carry with them endemic tensions that both enable and constrain teachers' professional development in consequential ways.
520 $a The CFG case groups chronicled here fostered teachers' ongoing instructional improvement, reflective practice, collective responsibility for student learning, and collegiality. At the school level, these CFGs appeared to promote curricular coherence, interdisciplinary cross-fertilization, and a shared awareness of the school's reform progress/philosophy. Despite these positive outcomes, the CFGs provided little opportunity for teachers' professional growth in their subject matter areas, intensified micro-political reform debates and schisms, and limited systematic organizational learning. In sum, this investigation into the "black box" of teacher inquiry communities underscores the importance of attending to how schools and teachers structure and enact professional development within professional communities if they are to realize their purpose of supporting teacher development, improving curriculum and instruction, galvanizing school reform, and answering the public's demands for accountability.
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