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Johnson, Susan Moore – Harvard Educational Review, 2012
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…
Descriptors: Teacher Effectiveness, School Organization, Teacher Improvement, Teacher Characteristics
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Johnson, Susan Moore – Harvard Educational Review, 1984
Asserts that merit pay does not take into account the motivational needs of teachers or the interdependent nature of schools. Concludes that school leaders should consider the practices of successful corporations that emphasize group goals over individual incentives. (JOW)
Descriptors: Educational Change, Educational Improvement, Merit Pay, School Business Relationship
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Johnson, Susan Moore – Harvard Educational Review, 1983
Concludes that labor relations among districts vary in response to and enforcement of specific contract provisions and that labor relations at the school level vary within districts, influenced by such factors as administrative leadership, staff allegiance, and student needs. (JOW)
Descriptors: Collective Bargaining, Labor Relations, Personnel Policy, School Districts
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Johnson, Susan Moore – Harvard Educational Review, 1980
In response to declining enrollments, some local school districts are using performance criteria to determine the order of teacher layoffs. The difficulties of implementing this practice are illustrated by the experiences of four Massachusetts school districts. Interviews with principals reveal the adverse impact upon teacher-principal relations…
Descriptors: Administrative Policy, Employment Practices, Evaluation Criteria, Institutional Autonomy