Teacher learning in context: The special case of rural high school teachers

dc.creator	Jay Paredes Scribner
dc.date	2003-03-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:22:54Z
dc.date.available	2015-07-20T22:22:54Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/b72b916205764de3a40cd1a8b5236a4f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20824
dc.description	Falling under the umbrella of teacher quality, professional development is an important policy issue in US public education. Understanding teacher learning and its relationship to teacher work is critical if efforts to improve teacher quality are to be successful. This article examines one overlooked context in the discourse about teacher learning and work—rural high schools. The study focuses on 20 teachers across 3 case study schools and conceptualizes the relationship between teacher learning and work according to three contexts: the core, intermediate and peripheral contexts. These contexts are explored and important features discussed.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/240
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 11, p 12 (2003)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Teacher learning in context: The special case of rural high school teachers
dc.type	article