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Ending Isolation: The Payoff of Teacher Teams in Successful High-Poverty Urban Schools


by Susan Moore Johnson, Stefanie K. Reinhorn & Nicole S. Simon — 2018


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Cite This Article as: Teachers College Record Volume 120 Number 5, 2018, p. 1-
http://www.tcrecord.org ID Number: 22086, Date Accessed: 10/18/2017 9:37:42 PM
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About the Author
  • Susan Moore Johnson
    Harvard Graduate School of Education
    SUSAN MOORE JOHNSON is the Jerome T. Murphy Research Professor in Education at the Harvard Graduate School of Education. A former high school teacher and administrator, Johnson has an ongoing research interest in the work of teachers and the reform of schools and school systems. She studies, teaches, and consults about teacher policy, organizational change, and administrative practice. She is the author or co-author of many articles and seven books about these topics, including Achieving Coherence in District Improvement (2015). Since 1998, Johnson has directed the Project on the Next Generation of Teachers, where she and colleagues examine how best to recruit, support, develop, and retain a strong teaching force. In 2004, they published Finders and Keepers: How to Help New Teachers Survive and Thrive in Our Schools. Additional articles reporting findings from the current study and others can be found at ⟨www.ProjectNGT.gse.harvard.edu⟩.
  • Stefanie Reinhorn
    Harvard Graduate School of Education
    E-mail Author
    STEFANIE REINHORN is an educational consultant working with schools and districts on instructional improvement. She is a faculty co-chair for the Instructional Rounds Institute at Harvard Graduate School of Education and teaches in the Teacher Leadership Graduate Program at Brandeis University. Reinhorn earned her doctorate at Harvard Graduate School of Education, where she continues as a research affiliate with the Project on the Next Generation of Teachers. Her research focuses on leadership practices, teacher evaluation, and teachers’ working conditions in urban schools. She is a co-author of articles published by Teachers College Record, Educational Administration Quarterly, and American Journal of Education and Educational Leadership. Reinhorn was formerly an elementary-school teacher, a middle-school math teacher, and an instructional coach in urban, suburban, and international schools.
  • Nicole Simon
    John Jay College of Criminal Justice
    E-mail Author
    NICOLE SIMON is Director of Strategic Initiatives at CUNY John Jay College of Criminal Justice. She is responsible for developing pathways from high schools and community colleges into John Jay and out into careers. Simon earned her doctorate at the Harvard Graduate School of Education, where she remains a research affiliate with the Project on the Next Generation of Teachers. She served as a Harvard Presidential Public Service Fellow at Boston Public Schools and as a Radcliffe/Rappaport Policy Fellow at the Massachusetts Department of Elementary and Secondary Education. Simon began her career at the Urban Assembly School for Law and Justice, a Brooklyn public school. She is the author of several book chapters and co-author of articles published by Teachers College Record and Educational Leadership.
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