What theories from the chapter might Ms Danielson utilize to understand what is going on with Luis

journal article

Review of Educational Research

Vol. 87, No. 1 (February 2017)

, pp. 134-171 (38 pages)

Published By: American Educational Research Association

https://www.jstor.org/stable/44667651

Read and download

Log in through your school or library

With a personal account, you can read up to 100 articles each month for free.

Already have an account? Log in

Monthly Plan

• Access everything in the JPASS collection
• Read the full-text of every article
• Download up to 10 article PDFs to save and keep

Yearly Plan

• Access everything in the JPASS collection
• Read the full-text of every article
• Download up to 120 article PDFs to save and keep

Purchase a PDF

Purchase this article for $29.00 USD.

Purchase this issue for $94.00 USD. Go to Table of Contents.

How does it work?

1. Select a purchase option.
2. Check out using a credit card or bank account with PayPal .
3. Read your article online and download the PDF from your email or your account.

Abstract

In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders' work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.

Journal Information

Review of Educational Research (RER) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues.

Publisher Information

The American Educational Research Association (AERA) is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results. AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application. Its 20,000 members are educators; administrators; directors of research, testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists. The broad range of disciplines represented by the membership includes education, psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science.

Rights & Usage

This item is part of a JSTOR Collection.
For terms and use, please refer to our Terms and Conditions
Review of Educational Research © 2017 American Educational Research Association
Request Permissions

"How will you grade our oral book​ reports, Miss​ Wren?"
​"I am going to grade them with each of​ you! We will develop what is called a rubric. It is a list of items on which you should focus while preparing and presenting your book​ report."
​"How will we be​ involved?"
​"You will help me make the rubric. What are some of the things you think should be included in your oral​ report?"
​"I think we should have to have audience​ participation, or else it gets too​ boring!"
​"Good idea, Terry. What​ else?"

The class continued to add to the rubric until there were six aspects on which to focus.​ "Class, you will also assist me in grading your performance by using the rubric. By making the rubric and using it to grade​ yourself, you should do very​ well."
​"There are no surprises that​ way!" Lisa shouted.
In addition to using a rubric for listing the criteria for what constitutes quality work and having students​ self-assess, grades, a form of extrinsic​ reinforcement, can be a source of celebration or a punishment for Miss​ Wren's students.

Miss Wren should keep the following aspects of grading in mind:
-Explain her grading policies early in the​ course, and remind students of the policies regularly.
-Base grades on clearly​ specified, reasonable standards.
-Base grades on as much objective evidence as possible.
Be sure her students understand test directions.
​-Correct, return, and discuss test questions as soon as possible.