by Julie A. Marsh, Melanie Bertrand & Alice Huguet
Drawing on data collected in six middle schools, this article finds that coaches and professional learning communities (PLCs) played an important role in mediating teachers’ responses to data. We find that dialogue and the dynamic relationship between two types of expertise may help explain the ways in which PLCs and coaches facilitated deeper-level changes in pedagogy, and that school leadership and district-level context shaped the possibility for such changes.
by Amanda Datnow & Lea Hubbard
This article provides a review of literature on teachers’ use of assessment data to inform instruction. The article reviews research on the types assessment data teachers use to inform instruction, how teachers analyze data, and how their instruction is impacted. Although teachers are often asked to analyze data in a consistent way, agendas for data use, the nature of the assessments, and teacher beliefs all come into play, leading to variability in how they use data.
Education researcher David Hansen discusses his article, Is Education Possible Today? Watch and discuss this episode of The Voice on Vialogues.
by Chris Brown & Joel Malin
In this commentary, the authors set out thoughts on school leaders’ crucial roles in fostering evidence-informed and -engaged learning environments. They argue that school leaders must address both transformational and pedagogical aspects. Addressing both, they provide a definitive summary checklist for the role of school leaders in developing their schools in this manner.
by Gary Natriello
The editors of the Teachers College Record announce a call for proposals for future TCR Yearbooks.