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Understanding Context Effects on Secondary School Teaching


by Joan E. Talbert, Milbrey W. McLaughlin & Brian Rowan 1993

This article argues that the contexts of teaching are more diverse, embedded, and interactive in their effects on teaching practice than is assumed by prior "school effects" research.


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Cite This Article as: Teachers College Record Volume 95 Number 1, 1993, p. 45-68
http://www.tcrecord.org ID Number: 110, Date Accessed: 6/22/2017 8:10:56 AM

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About the Author
  • Joan Talbert
    Stanford University
    E-mail Author

  • Milbrey McLaughlin
    Stanford University
    E-mail Author
    Dr. McLaughlin is the David Jacks Professor of Education at Stanford University. Her research combines studies of K-12 education policy in the U.S and work on the broad question of community-school collaboration to support youth development. Her research on public education focuses on how school teaching is shaped by "context" issues such as organizational policy, social-cultural conditions of the schools, districts and communities.
  • Brian Rowan
    University of Michigan
    E-mail Author
    Dr. Rowan is a professor of education at the University of Michigan. His research interests include the organization and management of instruction in schools, sociology of education and educational administration.
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