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Research on teacher effectiveness has focused on a variety of areas over the years. This book argues that, in addition to any other factors, effective teaching depends significantly on the context of teaching and the conditions of the workplace. Chapters examine the secondary school workplace from a number of vantage points: the dimensions of the workplace that teachers believe are most salient to their performance and effectiveness, specific features of the context thought to be powerful in shaping teachers' work, the influence of structural features that organize work in secondary schools, and the ways in which the context shapes problems of reform and change.

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CHOICE Review

This is the second volume of the "Professional Development and Practice" series. Ann Lieberman, series editor, explains that the "series is meant to highlight bold and innovative thinking in education." It presents research, documentation, cases, stories, and descriptions of cutting-edge work in education today. Specifically, the chapters are divided into three groups. One group discusses the sociocultural context of teaching--the educational value systems and social-class communities that shape a teacher's work life. In the second group the authors look at the organizational context within which teachers work, including the characteristics of individual districts, schools, and departments. The third group analyzes the impact that movements for change in secondary education--professionalization, school improvement, and curriculum reform--have had on teachers' work lives. Together these three sections look closely at those factors that assist and constrain teachers in their work with students. In final analysis the volume is a positive contribution to the literature. Graduate level. R. C. Morris University of Indianapolis