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Teachers in High-Need School Reform

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High-Need Schools

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Abstract

This chapter is written to highlight the pivotal role of teachers in high-need school reform, reviewing research findings over the past four decades since the publication of A Nation at Risk in the United States and reports from a variety of sources around the globe. While there have been extensive summaries of how teachers changing their instructional practices, improving curriculum plans and assessment designs, and serving in leadership roles can significantly influence the outcome of a reform initiative, we draw on the wide range of educational literature and our own research in an effort to frame some of the dynamics and optimal conditions for positive school change.

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Authors and Affiliations

  1. Ruth S. Ammon School of Education, Adelphi University, USA

    Devin Thornburg

  2. Ruth S. Ammon School of Education, Adelphi University, USA

    Anne M. Mungai

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  1. Devin Thornburg
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Editors and Affiliations

  1. Adelphi University, USA

    Devin Thornburg

  2. Adelphi University, USA

    Anne M. Mungai

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Thornburg, D., Mungai, A.M. (2016). Teachers in High-Need School Reform. In: Thornburg, D., Mungai, A.M. (eds) High-Need Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-705-4_7

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  • DOI: https://doi.org/10.1007/978-94-6300-705-4_7

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-705-4

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