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Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools
William M. Saunders,
Claude N. Goldenberg,
and
Ronald Gallimore*
* To whom correspondence should be addressed. E-mail: ronaldg{at}ucla.edu.
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Abstract |
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The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using explicit protocols for grade-level meetings. Phase 1 produced no differences in achievement between experimental and comparable schools. During Phase 2, experimental group scores improved at a faster rate than at comparable schools and exhibited greater achievement growth over 3 years on state-mandated tests and an achievement index. Stable school-based settings, distributed leadership, and explicit protocols are key to effective teacher teams. The long-term sustainability of teacher teams depends on coherent and aligned district policies and practices.
First published on March 20, 2009, doi:10.3102/0002831209333185
American Educational Research Journal 2009;46:1006.
A more recent version of this article appeared on December 1, 2009
This version was published on October
19, 2009
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