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Building School-Based Teacher Learning Communities: Strategies to Improve Student Achievement


reviewed by Shirley M. Hord — March 28, 2006

coverTitle: Building School-Based Teacher Learning Communities: Strategies to Improve Student Achievement
Author(s): Milbrey W. McLaughlin, & Joan E. Talbert
Publisher: Teachers College Press, New York
ISBN: 0807746797, Pages: 147, Year: 2006
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To suggest there is an enormous attention in this country being given to the improvement of student achievement—student learning outcomes—is an understatement, to say the least. Policy makers, prophets, and principals have addressed this issue with increased voice and promises of punitive action if accountability measures are not met. The challenge is to produce students with the intellectual knowledge and social skills needed in today’s market place and social milieu. Further, the public no longer allows schools to produce “unequal student outcomes that have characterized American schools for generations, with advantaged students achieving more academically than students with fewer resources to support their learning” (p. 1). The wonder then is why the concept and structure of teacher learning communities has not been touted as a strong strategy for increasing teachers’ effectiveness, and thus, enhancing students’ successful learning. This book accepts “society’s sober assessment about the limited and unequal capability of... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: March 28, 2006
http://www.tcrecord.org ID Number: 12354, Date Accessed: 1/17/2018 3:56:34 AM

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About the Author
  • Shirley Hord
    Southwest Educational Development Laboratory
    SHIRLEY M. HORD, Ph. D. is Scholar Emerita at the Southwest Educational Development Laboratory, Austin, Texas. Her background includes public school classroom teaching in the elementary grades; serving on the faculty of the Science Education Center, University of Texas Austin; conducting research on school change at the Research and Development Center for Teacher Education, University of Texas, Austin; and conducting research and field work at the Southwest Educational Development Laboratory, Austin. Her areas of interest are school change processes, leadership development for reforming schools, realizing staff development standards in practice, and developing professional learning communities in schools. Her recent publications are: Learning Together Leading Together: Changing Schools Through Professional Learning Communities (Hord, Ed.), 2004; Implementing Change: Patterns, Principles, and Potholes, 2nd Edition (with Gene Hall), 2006; It’s Everywhere But What Is It? Professional Learning Communities (with Patricia Roy) in Journal of School Leadership, special issue, July 2006. Her current projects focus on dissemination and professional development for creating professional learning communities across this country and around the globe.
 
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