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Lieberman, Ann Stanford UniversityANN LIEBERMAN is an emeritus professor from Teachers College, Columbia University. She was a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching for 10 years. She is now a senior scholar at Stanford University. She was president of the American Educational Research Association (AERA) in 1992. She is widely known for her work in the areas of teacher leadership and development, collaborative research, networks and school–university partnerships, and the problems and prospects for understanding educational change. Her recent books include: Teacher Leadership and Teachers in Communities: Improving Teaching and Learning, both with Lynne Miller. Ann Lieberman — 2009 This paper is a commentary on the special issue on teacher research. Ann Lieberman — 2005 Ann Lieberman & Maureen Grolnick — 1996 A study of sixteen educational reform networks. Ann Lieberman, Beverly Falk & Leslie Alexander — 1995 How do values of "learner-centeredness" get
played out in schools? How do leaders work within their schools to
build community? How are norms and structures built and sustained
that keep a school focused on students' lives and their learning? What
does it take to build commitment and motivate teachers to become an
inquiring community? How do leaders think about and act on their
own individual interests and concerns while dealing with the collective
work of running a school? How do they cope with the distractions of
daily problems as they struggle to improve the quality of life and
learning in the school?
To find answers to these questions we held individual and group
interviews with both the current and past school directors, made a series
of observations in their schools, and studied the documents produced by
the schools. These research efforts provided us with an opportunity to
learn not only about issues of leadership, but also about how these
schools were created, and how norms, values, and practices have been
maintained through successions of leadership and variations in style. Ann Lieberman — 1994 Ann Lieberman & Lynne Miller — 1994 Our intention in this
chapter is to explore teacher research and its necessary embeddedness
in organizational conditions that support school development and
change. We begin by presenting three case studies of teachers involved
in research, each representing a different organizational context. We
later build on these cases to develop understandings about the
relationship between teacher research and the transformation of
schools. Ann Lieberman — 1992 It is the purpose of this book to try to frame the major themes that
historically have been concerned with the nature of and support for
good teaching as they relate to the current effort to restructure schools.
Particular attention is paid to teacher participation and development in
this changing context, highlighting the problems, paradoxes, and possibilities
for significant change. Policies are changing and, presumably,
that means practices will also change, so we try to see policies and
practices here as separate but interconnected phenomena. Context,
whether in the state house or the schoolhouse, is always significant in
determining the substance and extent of school reforms. Ann Lieberman — 1992 Ann Lieberman & Lynne Miller — 1990 This article focuses on professional practice schools as contexts for the continuing professional development of experienced inservice teachers. A framework for developing a culture of inquiry in a school is provided, appropriate professional growth activities are considered, and problems and dilemmas associated with teacher development in professional practice schools are discussed. Ann Lieberman & Susan J. Rosenholtz — 1987 We have divided our review of school improvement into three parts. The first is about the search for what schools are like and what we have learned from that search regarding the "barriers" to school improvement. The second part deals with what we call "the effective schools" period, and the third part concerns school improvement as organizational change—the building of "bridges" to school improvement. Ann Lieberman — 1987 This article responds to the twin calls for teacher leadership and collaboration between schools and universities made by the Holmes Group and the Carnegie Forum. Ann Lieberman — 1984 Ann Lieberman & Lynne Miller — 1984 Many guidelines for school improvement have emerged from recent research and experience. The connected issues of school improvement and staff development are explored. Guidance for staff development as a part of school improvement is delineated. Ann Lieberman — 1984 Ann Lieberman & Milbrey W. McLaughlin — 1982 These essays, in short, show why simplistic notions of educational
policy misspecify the problem and how it is possible for
apparently contradictory "facts" to all be true at once. In doing
so, they help clarify the issues that confront policy makers, policy
implementers, and policy analysts at all levels of the system. Ann Lieberman — 1982 The purpose of this chapter is to describe school improvement
from a local perspective, a perspective that considers what policy
looks like as one acts upon it, noting the experiences, descriptions,
and studies of attempts to improve schools. The discussion reveals
a set of tensions that need to be better understood by local school
and policy makers alike. The chapter closes with some recommendations
that emanate from these understandings. Ann Lieberman & Lynne Miller — 1978 An understanding of the social realities of teaching combines a social systems understanding of teaching as a profession with a description of the dailiness of teaching as an activity based on experience. A framework for utilizing these understandings in staff-development/school-improvement programs is presented. Ann Lieberman — 1978 This issue brings together a group of people who have as their central concern the improvement of schools with a major focus on the teacher. The contributors are teachers, researchers, staff developers, project workers, unionists: All have struggled in their way to connect the daily work of teaching with conceptions, theory, and research focusing on that reality. Ann Lieberman — 1977 The author discusses the thought and behavior of educators faced with the growing gap between scientific rationality (application of linear procedures, cause-effect relationships, and other simplistic systems) and control of the schools, in the one hand, and the growing body of knowledge about the social reality of schools which eschews such rationality. Gary A. Griffin & Ann Lieberman — 1976
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A.Hanson, Abel
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| Anastasi, Anne
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and Associates,
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