Salvar la brecha entre estándares y resultados. El imperativo para el desarrollo profesional en educación

Autores/as

  • Richard F. Elmore Harvard University

Resumen

Salvar la brecha entre estándares y resultados. El imperativo para el desarrollo profesional en educación

Citas

Abelmann, C. y R.F. Elmore, et. al. (1999). When Accountability Knocks,Will Anyone Answer? CPRE Policy Briefs. Philadelphia: University of Pennsylvania. Recuperado de http://www.cpre.org/Publications/rr42.pdf

Alexander, P. A. y P. K. Murphy (1998). The Research Base for APA’s Learner-Centered Psychological Principles. Washington, D.C.: American Psychological Association.

Anderson, J. R., L.M. Reder, et al. (1996). “Situated Learning and Education”, Educational Researcher, 25(4): 5-11.

Ball, S. y C. Lacey (1984). Subject Disciplines as the Opportunity for Group Action: A Measured Critique of Subject Sub-Cultures. Milton Keynes: Open University Press.

Ball, D. L. (1993). “With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics.” The Elementary School Journal, 93(4): 373-397.

Ball, D. L. (1988). “Unlearning to Teach Mathematics”, For the Learning of Mathematics, 8(1): 40-48.

Bird, T. y J.W. Little (1986). “How Schools Organize the Teaching Occupation”, The Elementary School Journal, 86(4): 493-511.

Borko, H. y R. T. Putnam (1995). Expanding a Teacher’s Knowledge Base: A Cognitive Psychological Perspective on Professional Development. Nueva York: Teachers College Press.

Brown, J. S., A. Collins and S. Duguid (1989). “Situated Cognition and the Culture of Learning”, Educational Researcher, 18(l): 32-42. Edic. española (“La cognición situada y la cultura del aprendizaje”) en Kikiriki, 39 (1996), 45-60.

Bryk, A. S., S. G, Rollow, et al. (1996). “Urban School Development: Literacy as a Lever for Change”, Educational Policy, 10(2): 172.

Carter, K. (1990). Teachers’ Knowledge and Learning to Teach. Nueva York: Macmillan. Clark

C. M.y P. L. Peterson (1986). Teachers’ Thought Processes. Nueva York: Macmillan.

Cobb, P. (1994). “Where is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development”, Educational Researcher, 23(7): 13-20.

Cohen, D.K., S. Raudenbush y D. Ball (Noviembre 2000). “Resources, Instruction and Research”. A working paper from the Center for Teaching Policy. Obtenible en http://www.sii.soe.umich.edu/links.html. Nueva versión en Educational Evaluation and Policy Analysis, 25(2), 2003, 119-142.

Cohen, D.K. (1990). “A Revolution in One Classroom: The Case of Mrs. Oublier”, Educational Evaluation and Policy Analysis, 12(3): 311-329.

Corcoran, T. B. ( Junio 1995). “Helping Teachers Teach Well: Transforming Professional Development” CPRE Policy Briefs. Philadelphia: University of Pennsylvania. Obtenible en http://www.cpre.org/Publications/rb16.pdf

Darling-Hammond, L. (1990). “Instructional Policy into Practice: The Power of the Bottom Over the Top”, Educational Evaluation and Policy Analysis, 12(3): 339-347.

Eaker, D. J., G.W. Noblit, et al. (1992). “Reconsidering Effective Staff Development: Reflective Practice and Elaborated Cultural as Desirable Outcomes”, en W. T. Pink y A. A. Hyde (eds.), Effective Staff Development for School Change. Norwood, N.J.: Ablex, 153-169.

Eisner, E. (1982). “An artistic approach to supervision”, en T.J. Sergiovanni (ed.), Supervision of Teaching. Alexandria, VA: Association for Supervision and Curriculum Department (ASCD), 53-66.

Elmore, R.F. (2001). “Psychiatrists and Lightbulbs: Educational Accountability and the problem of capacity”. Paper prepared for the American Educational Research Association, Washington, DC.

Elmore, R.F. (2000). Building a New Structure for School Leadership. Washington, D.C.: Albert Shanker Institute. Trabajo obtenible en [consulta 10/09/03] http://www.shankerinstitute.org/

Feiman-Nemser, S. (1983). “Learning to Teach”, en L.S. Shulman y G. Sykes (eds.), Handbook of Teaching and Policy. NuevaYork: Longman Publishers, 150-170.

Fenstermacher, G. D. (1985). “Determining the Value of Staff Development”, The Elementary School Journal, 85(3): 281-314.

Fullan, M. (1991). The New Meaning of Educational Change. Nueva York: Teachers College Press (Ed. esp.: El cambio educativo, guia de planeación para maestros. México: Trillas, 2000).

Grant, S. G., P, L. Peterson, et al. (1996). “Learning to Teach Mathematics in the Context of Systemic Reform”, American Educational Research Journal, 33(2): 509-541.

Guskey, T. R. (1989). “Attitude and Perceptual Change in Teachers”, International Journal of Educational Research, 13(4): 439-453.

Hargreaves, A. (1991): “Contrived Collegiality: The Micropolitics of Teacher Collaboration”, en J. Blase. (ed.), The Politics of Life in Schools. Londres/Nueva York: Sage, 46-72.

Hiebert, J., T. P. Carpenter, et al. (1996). “Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics”, Educational Researcher, 25(4): 12-21.

Huberman, M. (1995). “Networks that Alter Teaching: Conceptualizations, Exchanges and Experiments”, Teachers and Teaching: Theory and Practice, 1(2), 193-211.

Kagan, D. M. (1988). “Teaching as Clinical Problem Solving: A Critical Examination of the Analogy and Its Implications”, Review of Educational Research, 58(4): 482-505.

Kelley, C., A. Odden, A. Milanowski and H. Heneman (February 2000). “The Motivational Effects of School- Based Performance Awards”. CPRE Policy Briefs. Philadelphia: University of Pennsylvania. Obtenible en http://www.cpre.org/Publications/rb29.pdf

Kelley, C. and A. Odden (September 1995). “Reinventing Teacher Compensation Systems”. CPRE Policy Briefs. Philadelphia: University of Pennsylvania. Obtenible en http://www.cpre.org/Publications/fb06.pdf

Ladson-Billings, G. (1995). “Toward a Theory of Culturally Relevant Pedagogy”, American Educational Research Journal, 32(3): 465-491.

Lave, J.y E.Wenger (1991). Situated Learning: Legitimate Peripheral Participation. Nueva York: Cambridge University Press.

Lee, V. E. and J. 5. Smith (1996). “Collective Responsibility for Learning and Its Effects on Gains in Achievement for Early Secondary School Studies”, American Journal of Education, 104(2): 103-147.

Leinhardt, G. y J. G. Greeno (1986). “The Cognitive Skill of Teaching”, Journal of Educational Psychology, 78(2): 75-95.

Lieberman, A. (1995). “Practices that Support Teacher Development”, Phi Delta Kappan, 76(8): 591.

Little, J.W. (1990). “The Persistence of Privacy: Autonomy and Initiative in Teachers’ Professional Relations”, Teachers College Record, 91(4), 509-536.

Little, J.W. (1993). “Teachers’ Professional Development in a Climate of Educational Reform”, Educational Evaluation and Policy Analysis, 15(2): 129-151.

Loucks-Horsley, S. (1995). “Professional Development and the Learner Centered School”, Theory into Practice, 34(4): 265-271.

McDonald, J. P. (1986). “Raising the Teacher’s Voice and the Ironic Role of Theory.” Harvard Educational Review, 56(4), 355-378.

McLaughlin, M.W. y S. M. Yee (1988). School as a Place to Have a Career. Nueva York: Teachers College Press.

Miles, K.H. y L. Darling-Hammond (1998). “Rethinking the Allocation of TeachingResources: Some Lessons from High-Performing Schools”, Philadelphia: Consortium for Policy Research in Education. Obtenible en http://www.cpre.org/Publications/rr38.pdf

Miles, K. H. (1995). “Freeing Resources for Improving Schools: A Case Study of Teacher Allocation in Boston Public Schools”, Educational Evaluation and Policy Analysis, 17(4):476-493.

Mitchell, J. y P. Marland (1989). “Research on Teacher Thinking: The Next Phase”, Teaching and Teacher Education, 5(2): 115-128.

Munby, H. (1984). “A Qualitative Approach to the Study of a Teacher’s Beliefs”, Journal of Research in Science Teaching, 2l(l): 27-38.

Munby, H. (1982). “The Place of Teachers’ Beliefs in Research on Teacher Thinking and Decision Making, and an Alternative Methodology”, Instructional Science, 11(3): 201-225.

Nemser, S. F. (1983). Learning to Teach. Nueva York: Longman.

Nespor, J. (1987). “The Role of Beliefs in the Practice of Teaching”, Journal of Curriculum Studies, 19(4): 317- 328.

Newmann, F. M.,M. B. King, et al. (2000). “Professional Development that Addresses School Capacity: Lessons from Urban Elementary Schools”, American Journal of Education,108(4): 259-299.

Olson, J. (1988). “Making Sense of Teaching: Cognition vs. Culture.” Journal of Curriculum Studies, 20(2): 167-169.

Perkins, D. N.y G. Salomon (1988). “Teaching for Transfer”, Educational Leadership, 46(l): 22-32.

Phillips, D. C. (1995). “The Good, the Bad, and the Ugly: The Many Faces of Constructivism”, Educational Researcher, 24(7): 5-12.

Pink,W. T. and A. A. Hyde, Eds. (1992). “Reconsidering Effective Staff Development: Reflective Practice and Elaborated Cultural as Desirable Outcomes”, en W.T. Pink y A.A. Hyle (eds.), Effective Staff Development for School Change. Norwood, N.J.: Ablex.

Prawat, R. S. (1992). “Teachers’ Beliefs about Teaching and Learning: A Constructivist Perspective”, American Journal of Education, 100(3): 354-395.

Raudenbush, S.W., B. Rowan, et al. (1992). “Contextual Effects on the Self-perceivedEfficacy of High School Teachers”, Sociology of Education, 65(2): 150-167.

Shavelson, R. J. y P. Stern (1981). “Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behavior”, Review of Educational Research, 51(4): 455-498. Edic. cast. (“Investigación sobre el pensamiento pedagógico del profesor, sus juicios, decisiones y conducta”), en J. Gimeno y A. Pérez (eds.): La enseñanza: su teoría y su práctica. Madrid: Akal, 1983, 372-419.

Shulman, L. S. (1986). “Those Who Understand: Knowledge Growth in Teaching”, Educational Researcher, 15(2): 4-14.

Shulman, L. S. (1987). “Knowledge and Teaching: Foundations of the New Reform”, Harvard Educational Review, 57(1), 1-22.

Smylie,M. A. y J. G. Conyers (1991). “Changing Conceptions of Teaching Influence the Future of Staff Development”, Journal of Staff Development, 12(l): 12-16.

Sparks, D. (1995). “A Paradigm Shift in Staff Development”, The ERIC Review, 3(3): 5-11; y en Journal of Staff Development, 15(4), 26-29.

Sparks, D. y S. Hirsh (1997). A new vision for staff development. Alexandria, VA: Association for Supervision and Curriculum Development.(ASCD).

Sparks, D. y S. Loucks-Horsley (1990). Models of Staff Development. Nueva York: Macmillan.

Stein, M. K. et al. (1998). “Mathematics Reform and Teacher Development: A Community of Practice Perspective”, en J. G. Greeno y S. V. Goldman (eds.), Thinking Practices in Mathematics and Science Learning. Mahwah, N.J.: Lawrence Erlbaum, 17-52.

Stein, M.,M. Smith y E. Silver (1999). “The Development of Professional Developers: Learning To Assist Teachers in New Settings in New Ways”, Harvard Educational Review, 69(3), 237-269.

Talbert, J. E. (1995). Boundaries of Teachers’ Professional Communities in U.S. High Schools: Power and Precariousness of the Subject Department. Nueva York: Teachers College Press.

Wegner, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Nueva York: Cambridge University Press. Ed.cast.: Comunidades de práctica. Aprendizaje, significado e identidad. Barcelona: Paidós, 2002.

Descargas