Publications
Pagosa Springs Elementary School: A Study of Teachers’ Collaborative Use of Time
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
“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.
Focused on Learning: Student and Teacher Time in a Singapore School
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.
Teaching, Learning and Living
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–Report & Brief
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.
Lessons for Developing School and District Capacity to Transform Literacy Instruction: The Canterbury Learning Collaborative
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.
Redesigning State Policy for Meaningful and Equitable Learning: Lessons from California, Iowa, New Hampshire, and Vermont
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
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.
How to Create the Conditions for Learning
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.
Educators - How are you managing multiple initiatives and shifting policies?
SCOPE researcher looks at approaches to strengthening educator leadership.
International Teacher Policy Study - Country Briefs
Five policy briefs summarize the identified strategy components used in high-performing countries to ensure all students have high-quality professional teachers.
International Teacher Policy Study - Policy Briefs
Five policy briefs summarize the identified strategy components used in high-performing countries to ensure all students have high-quality professional teachers.
Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World
An international comparative study of teacher and teaching quality in the world’s top-performing education systems.
How Do States Integrate Performance Assessments Into Their Systems of Assessment?
The strategies that 12 states used to integrate performance assessment into state systems of assessment.
The Internal Coherence Framework: Creating the Conditions for Continuous Improvement in Schools
This book presents research-based practices for assessing and developing conditions that support student and adult learning in schools.
Joint Inquiry: Teachers’ Collective Learning About the Common Core in High-Poverty Urban Schools
This article examines the nature of teachers’ collaborative work around common core standards and the conditions that support this work.
Privatization or Public Investment in Education?
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.
"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
"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.
Teacher Learning and Leadership, Of, By, and For Teachers
A unique partnership between a government education agency and a teachers’ union has positive outcomes for education reform.
