A policy brief from CPRE examines the development of teacher communities for instructional improvement, drawing on large-scale evaluations of district reform initiatives in Philadelphia, Pennsylvania and Cincinnati, Ohio. The research, authored by Jonathan A. Supovitz and Jolley Bruce Christman, analyzes the conditions under which teacher communities can enhance instructional practices and student learning. The dataset likely contains the text of the brief and its associated research findings.
Use Cases
- Analyzing the conditions for successful teacher community development based on the evaluation of two district initiatives.
- Studying the link between teacher collaboration and instructional quality based on the theory of action described.
- Comparing reform strategies and outcomes across different urban school districts (Cincinnati and Philadelphia).
- Informing policy guidance for fostering instructional practice communities based on the brief's findings.
Strengths
- Draws on large-scale evaluations from two distinct urban school districts.
- Focuses on a specific theory of action linking teacher communities to instructional improvement.
- Authored by named researchers from a university organization.
Limitations
- Row count is unknown, which may limit suitability assessment.
- Column-level documentation is absent; field semantics must be inferred after download.
- Last update date is unknown; freshness unverified.
Provenance
- Source
- Jonathan Supovitz, California University of Pennsylvania
- Collection Method
- Large-scale evaluations of district reform initiatives.
- Time Range
- Over the past several years (as per description).
- Freshness
- Last updated date is unknown.
- Geography
- Cincinnati, Ohio and Philadelphia, Pennsylvania, USA.