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Capacity Building in School Districts > Writing Within School Reform
Products for Capacity Building in School Districts
Writing Within School Reform Series
- Choosing Collaboration: Teaching Partnerships That Changed Individuals and Their Practice
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by Chris Louth, Simon Hole, and Leah Rugen
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[Writing Within School Reform vol. 3; 37 pages, $7]
Collaborations — a key element in current school reform efforts — run against the grain of decades of teaching practice. An elementary and two high school teachers describe how they made teaching a collaborative activity and why they won't go back. (1995)
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- Colleagues as Critics: Two Teachers Reflect on a Peer Review Experience
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by Peggy Silva and Edorah Frazer
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[Writing Within School Reform vol. 5; 51 pages, $7]
What happens when teachers hold up their work for their colleagues to examine? A teacher applying for career advancement and a member of her review committee each kept a journal during a six-month peer-review process at their high school and, afterward, reflected on its benefits and unanticipated dilemmas. (1996)
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- Inclusive Reform: Bringing the Margins to the Center of Our Attention
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by Peggy Silva, Simon Hole, JoAnne Dowd, and Ignacio Roque
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[Writing Within School Reform vol. 9; 27 pages, $7]
Truly successful school reform must bring many now-marginalized children into the center of the educational arena. Four teachers offer insights, dilemmas and practical ideas that have led them to greater understanding and greater inclusivity of students whose differences have often relegated them to the margins of the classroom. (1996)
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- Innovation and Practice: Changing Thinking and Practice in Two Math Departments
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by Daniel R. Venables and Gregory Peters
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[Writing Within School Reform vol. 6; 37 pages, $7]
Math instruction has traditionally been driven by textbook sequences and drill-and-practice methods. Two math teachers talk about the innovative math programs they helped develop at their schools and how that experience changed their thinking about both curriculum and instruction. (1996)
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- Investigation: A Strategy for Learning through Inquiry
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by Grace Hall McEntee, Perry Thomas, Alixe Callen, and Mary Hibert Neuman
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[Writing Within School Reform vol. 8; 27 pages, $7]
Investigations allow students and teachers to learn together on open-ended projects that instill understanding through an attitude of inquisitiveness. Four teachers share how they learned about the investigations method, how they use investigations with their students, and how to develop investigations for the classroom. (1996)
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- Learning for Their Lives: Schooling the Inner Student
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by Christopher Owen, Jon Appleby, and Sharon Webster
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[Writing Within School Reform vol. 11; 21 pages, $7]
Should schools be more attentive to the qualities that shape the individual lives of students, such as moral choices, personal discovery, or making meaning out of mere facts? Three high school teachers reflect on the school's role in learning for living and recount experiences with their own students that enlarged and deepened the personal context of the classroom for both teacher and students. (1996)
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- Learning Leadership for Change: Lessons from the Field
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by Nancy Mohr, JoAnne Dowd, Eileen Maicon, and Kimberly Haag
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[Writing Within School Reform vol. 12; 33 pages, $7]
Leading change entails facing challenges, learning from mistakes, taking risks. Three teachers and a principal recount some of their formative experiences at the forefront of change in their schools and offer insights and practical ideas for the current or would-be teacher. (1996)
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- Learning Our Students Well: Three Teachers Rebuild Their Practice around Habits of Mind
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by Simon Hole, Randall Wisehart, and Ted Graf
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[Writing Within School Reform vol. 2; 41 pages, $7]
Successful teachers continually renew and reshape their practice for successive generations of students. An elementary, a middle-school, and a high school teacher describe how reshaping their practice has helped their students become "authentic" learners. (1995)
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- Partners in Learning: Outside Coaches Inside the Classroom
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by Marylyn Wentworth and Judy W. Kugelmass
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[Writing Within School Reform vol. 10; 39 pages, $7]
An “outsider” in the classroom can either enhance or disrupt the work of teachers and students. Two teacher-educators share what they have learned in their work with pre- and in-service teachers about how to nurture innovative teaching practice and support practitioners' capacity for change. (1996)
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- Raising the Bar: Teaching That Improves Student Performance
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by Jon Appleby and Loretta Brady
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[Writing Within School Reform vol. 4; 38 pages, $7]
How will the increasing emphasis on higher standards affect students who have already failed in and been failed by our schools? Two teachers who work with “at-risk” students reflect on how their efforts to “raise the bar” have changed both their students’ performance and their own practice. (1995)
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- Recognizing Student Growth through Careful Observation
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by Simon Hole, Gregory Peters, and Rosalind Butziger
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[Writing Within School Reform vol. 7; 25 pages, $7]
The habit of carefully observing students at work over time yields benefits for both the teacher and the students. Three teachers describe how they built such observations into their practice and how, by seeing children more clearly, they are better able to help them learn. (1996)
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- Transforming Practice: Two Teachers Move Beyond Their Classroom Walls
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by Paula Milano and Grace Hall McEntee
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[Writing Within School Reform vol. 1; 54 pages, $7]
Increasingly, innovative classroom teachers are moving into leadership roles in the larger school-reform effort. A middle and high school teacher recall the events that drew them into these roles and recount the rewards and the lessons learned. (1995)
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Annenberg Institute for School Reform Brown University, Box 1985 Providence, RI 02912 |
Telephone: 401.863.7990 Fax: 401.863.1290 |
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