Evolution of Teachers' Professional Communities: A Genealogy From the Rand Change Agent Study to the Stanford Center for Research on the Context of Secondary School Teaching (CRC) Study

• In Event: 66.088 - Sheraton Roundtable 13 - Osgoode Ballroom
  In Roundtable Session: 66.088-3 - Shifting Paradigms of Educational Structures and Pedagogies

Abstract

The aim of this study is to clarify the evolution of teachers’ professional communities by historical examining school reform research from Rand Change Agent Study to Stanford Center for Research on the Context of Secondary School Teaching (CRC) study.
The concept of teachers’ professional communities is the one of the most important concepts and knowledge to action in school reform. The concept of professional communities was proposed by Stanford CRC study (McLaughlin, 1993).
The school reform research started with the Great Society’s sweeping education reforms (Lieberman, 1998). However, the “roots are deep, hidden, invisible. So people forget that roots exist” (Miles, 1998). This study aims to illuminate a genealogy of school reform research: the evolution of teachers’ professional communities.

Author

• Yuta Suzuki, Tokyo Institute of Technology