Using Sociocultural Theory to Link Individual and Organizational Learning Processes: The Case of Highline School District's Instructional Improvement Reform
Theorizing About Responses to Reform: The Role of Communities of Practice
This paper offers a summary of a policy-oriented case study that examined the practice of six elementary teachers and, more significantly, evaluates the value of a sociocultural approach for analyzing teachers' responses to the professional learning demands of standards-based reform policies.
The Pedagogy of Third-Party Support for Instructional Improvement: A Partnership between CEL and Highline School District (Interim Report #1)
Standards-Based Reform and Small Schools of Choice: How Reform Theories Converge in Three Urban Middle Schools
This report examines the ways two seemingly opposite theories of educational reform converge in three New York City middle schools. Using in-depth case studies, the authors look at what happened when a theory of centralized, standards-based instructional improvement was introduced into these schools on top of an existing theory that emphasized small schools, distinctive programs, and close relationships among students and adults. The result, a surprise to some, is that the two theories can coexist, even complement each other, but not without some tension.