4 Chapter Four -- Optimum Learning Literature Synthesis: Who Uses a Standards-based Approach to Improving Professional Practice, and Why?

Adams, Pamela; Allan, Sharon; Brandon, Jim

4 Chapter Four -- Optimum Learning Literature Synthesis: Who Uses a Standards-based Approach to Improving Professional Practice, and Why?

dc.contributor.author	Adams, Pamela
dc.contributor.author	Allan, Sharon
dc.contributor.author	Brandon, Jim
dc.date.accessioned	2019-08-17T00:38:24Z
dc.date.available	2019-08-17T00:38:24Z
dc.date.issued	2019-06-30
dc.description.abstract	This synthesis of the literature is designed to undergird our 4-university longitudinal mixed methods study Optimum Learning for All Students Implementing Alberta’s 2018 Professional Practice Standards. Our ambition is to gain insights into how and how well Alberta’s Teaching Quality Standard, Leadership Quality Standard, and Superintendent Leadership Quality Standard are being put into place, how the standards are impacting practice, and what changes occur over time in teaching and learning. Indeed, our longitudinal design is premised on “uncovering sustained changes and implementation success” (Derrington, 2019, p. 8). Given this, our goals in preparing this manuscript were to (a) synthesize scholarship on policy processes so that we can situate our inquiry into the standards in a process-oriented way; (b) provide a jurisdictional review of standards-based approaches to teaching and leadership and what we know to be effective with respect to this approach so that we can discern how Alberta’s standards and pathways to certification are positioned compared to others who have gone before us; and (c) synthesize scholarship that demonstrates the link between the professional practice standards and quality teaching and leadership so that we are anchored to evidence when interpreting the forthcoming empirical data. Considering the comprehensiveness of the professional practice standards, we covered the waterfront, so to speak. But though we plumbed many strands and sources of knowledge, we do not claim it to be exhaustive or necessarily complete.	en_US
dc.description.grantingagency	University of Calgary - Research Grant	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/36824
dc.identifier.grantnumber	2018-0323	en_US
dc.identifier.uri	http://hdl.handle.net/1880/110733
dc.language.iso	eng	en_US
dc.publisher.faculty	Werklund School of Education	en_US
dc.publisher.institution	University of Alberta	en_US
dc.publisher.institution	University of Calgary	en_US
dc.rights	Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.	en_US
dc.subject	teaching	en_US
dc.subject	leadership	en_US
dc.subject	practice standards	en_US
dc.subject	implementation	en_US
dc.title	4 Chapter Four -- Optimum Learning Literature Synthesis: Who Uses a Standards-based Approach to Improving Professional Practice, and Why?	en_US
dc.type	unknown
ucalgary.item.requestcopy	true	en_US