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Author Resnick, Lauren B. ♦ Spillane, James P. ♦ Goldman, Pam ♦ Rangel, Elizabeth S.
Source OECD iLibrary
Content type Text
Publisher OECD Publishing
Language English
Subject Domain (in DDC) Social sciences ♦ Education
Subject Keyword Education
Abstract Lauren Resnick, James Spillane, Pam Goldman and Elizabeth Rangel observe the lack of impact of the learning sciences on teachers’ practice, identifying the reliance on "telling" as professional development and overly individualised perspectives as at cause. They also note the in-built conservatism and resistance to innovation of schools and school systems, and the gap between classroom practice, on the one hand, and the policies of organisations and systems, on the other. The authors argue for much greater attention to be given to the sociological understanding of organisations, organisational routines, and the role of professional learning communities. To enable change to happen, they identify the importance of "kernel routines" for seeding and propagating change focused on teaching and learning. Resnick et al. present and discuss two such routines. The first develops instructionally-focused leadership teams in schools and the second aims at direct improvement of teaching and learning through content-focused professional development.
Learning Resource Type Chapter
Publisher Date 2010-08-09
Page Count 31
Starting Page 285
Ending Page 315


Source: OECD iLibrary