Harvard Educational Review
  1. Spring 2012 Issue »

    Having It Both Ways

    Building the Capacity of Individual Teachers and Their Schools

    Susan Moore Johnson
    In this article, Susan Moore Johnson calls for a balanced approach to improving teaching and learning, one that focuses on both teachers and the contexts in which they work. Drawing on over a decade of research on the experiences of new teachers, Johnson argues that focusing on the effectiveness of individuals while ignoring how their schools are organized limits our capacity to support teachers’ work and, thus, to improve the outcomes for our nation’s neediest students.

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    Susan Moore Johnson is the Jerome T. Murphy Professor in Education at the Harvard Graduate School of Education, where she served as academic dean from 1993 to 1999. She studies and teaches about teacher policy, organizational change, and administrative practice. A former high school teacher and administrator, Johnson has a continuing research interest in the work of teachers and the reform of schools. She has studied and published on the leadership of superintendents, the effects of collective bargaining on schools, the priorities of local union leaders, teacher evaluation, the use of incentive pay plans for teachers, and the school as a context for adult work. Since 1998, Johnson has directed the multiyear research study, the Project on the Next Generation of Teachers, which examines how best to recruit, support, and retain a strong teaching force. Recently, she and John P. Papay proposed a new career-based plan for teachers’ pay in Redesigning Teacher Pay: A System for the Next Generation of Educators (Economic Policy Institute, 2009). She is also the author of numerous chapters and articles in publications such as Educational Evaluation and Policy Analysis, Teachers College Record, American Educational Research Journal, and Phi Delta Kappan.
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    Spring 2012 Issue

    Abstracts

    “A Few of the Brightest, Cleanest Mexican Children”
    School Segregation as a Form of Mundane Racism in Oxnard, California, 1900–1940
    David G. García, Tara J. Yosso, and Frank P. Barajas
    Changing Our Landscape of Inquiry for a New Science of Education
    Gary Thomas
    Institutional Racist Melancholia
    A Structural Understanding of Grief and Power in Schooling
    Sabina Vaught
    Symposium: By What Measure?
    Mapping and Expanding the Teacher Effectiveness Debate
    Contextual Influences on Inquiries into Effective Teaching and Their Implications for Improving Student Learning
    Anthony Bryk, Heather Harding, and Sharon Greenberg
    Having It Both Ways
    Building the Capacity of Individual Teachers and Their Schools
    Susan Moore Johnson
    Refocusing the Debate
    Assessing the Purposes and Tools of Teacher Evaluation
    John Papay
    A Collaborative Effort
    Peer Review and the History of Teacher Evaluations in Montgomery County, Maryland
    Jeremy P. Sullivan
    “We Are the Ones in the Classrooms—Ask Us!”
    Student Voice in Teacher Evaluations
    Boston Student Advisory Council

    Book Notes

    Our Difficult Sunlight
    Georgia A. Popoff and Quraysh Ali Lansana