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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
https://www.tcrecord.org ID Number: 110, Date Accessed: 9/16/2021 6:20:33 PM

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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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