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

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Abstract

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.

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How to Cite
Scribner, J. P. (2003). Teacher learning in context: The special case of rural high school teachers. Education Policy Analysis Archives, 11, 12. https://doi.org/10.14507/epaa.v11n12.2003
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Articles
Author Biography

Jay Paredes Scribner, University of Missouri-Columbia

Jay Paredes Scribner is an Assistant Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. His research focuses on professional learning in K-12 contexts. Specifically, his research has focused on the relationship between teacher learning and teacher work and the political dimensions of professional communities in schools. He has also conducted research on professional learning in principal preparation programs. His other professional experiences include teaching in the Peace Corps, program evaluation and policy analysis with the US General Accounting Office, and evaluation consulting in the K-12 and higher education arenas.