• Publications
  • Influence
Teachers’ Professional Development in a Climate of Educational Reform
This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused onExpand
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Norms of Collegiality and Experimentation: Workplace Conditions of School Success
Semistructured interviews with 105 teachers and 14 administrators, supplemented by observation, provide data for a focused ethnography of the school as a workplace, specifically of organizationalExpand
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Locating learning in teachers’ communities of practice: opening up problems of analysis in records of everyday work
Abstract Research spanning more than two decades points to the benefits of vigorous collegial communities, yet relatively little research examines specifically how professional communities supplyExpand
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Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions
The authors investigate how conversational routines, or the practices by which groups structure work-related talk, function in teacher professional communities to forge, sustain, and support learningExpand
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Understanding Data Use Practice among Teachers: The Contribution of Micro-Process Studies
  • J. Little
  • Sociology
  • American Journal of Education
  • 15 December 2011
Despite the growing volume of research on data use systems or data use activities in which teachers engage, micro-process studies—investigations of what teachers and others actually do under theExpand
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  • PDF
Contested Ground: The Basis of Teacher Leadership in Two Restructuring High Schools
  • J. Little
  • Psychology
  • The Elementary School Journal
  • 1 September 1995
In an analysis of evolving teacher leadership in 2 restructuring high schools, the image of "contested ground" illuminates the ways in which traditions of subject specialism shape assumptions aboutExpand
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