Pagosa Springs Elementary School: A Study of Teachers’ Collaborative Use of Time looks at the Pagosa Springs Elementary School located in the Town of Pagosa Springs, and how it organizes teacher time and work in innovative ways.
“The Kids Benefit From It, So It’s Worth It”: Time for Teaching and Learning at SMASH, looks at looks at the Santa Monica Alternative School House (SMASH) in the Santa Monica-Malibu Unified School District, and how it organizes teacher time and work in innovative ways.
In this study, we examine how one school within the Singapore system organizes and allocates student and teacher time within the school day and how that allocation and use of time contributes to the growth and development of students and the growth and development of teachers' capacity to support their students.
Ann Lieberman's new book reflects on how her career of inquiry into teachers and research has progressed and changed over the last fifty years.
Teachers’ Time: Collaborating for Learning, Teaching, and Leading are the report and research brief that are part of a larger study of four public schools across the United States that organized teacher time and work in innovative ways.
This retrospective study chronicles the progression of the Canterbury Learning Collaborative (CLC), a small group of educators who came together over a period of 10 years to learn with and from one another about how to strengthen their school leadership and teaching practices in order to improve student literacy.
How do differences in the policymaking process influence state policies and the implications for redesigning educational systems to achieve more meaningful and equitable learning opportunities for all children?
It’s About Time: Organizing Schools for Teacher Collaboration and Learning, looks at Hillsdale High School, a large, comprehensive high school located in San Mateo, California, organizes teacher time and work in innovative ways.
SCOPE Associate Director, Ann Jaquith, PhD, presents a framework for how to understand and build instructional capacity, based on her original research in schools and districts and ideas drawn from the literature on resourcing and social learning.
SCOPE researcher looks at approaches to strengthening educator leadership.
Five policy briefs summarize the identified strategy components used in high-performing countries to ensure all students have high-quality professional teachers.
Five policy briefs summarize the identified strategy components used in high-performing countries to ensure all students have high-quality professional teachers.
An international comparative study of teacher and teaching quality in the world’s top-performing education systems.
The strategies that 12 states used to integrate performance assessment into state systems of assessment.
This book presents research-based practices for assessing and developing conditions that support student and adult learning in schools.
This article examines the nature of teachers’ collaborative work around common core standards and the conditions that support this work.
Is the education sector better served by a public investment approach than by a market-based, competition approach?
"Six Countries. Two Educational Strategies. One Consistent Conclusion” is an infographic from SCOPE and the Schott Foundation. It graphically summarizes the differences in approaches and outcomes between privatization and public investment in education. The infographic is based on research found in the book, Global Education Reform.
"Educational Inequities in the New Orleans Charter School System" is an infographic from SCOPE and the Schott Foundation that graphically summarizes the equity impact on students and schools of New Orleans becoming a predominantly charter district after Hurricane Katrina.
A unique partnership between a government education agency and a teachers’ union has positive outcomes for education reform.