Popular review

1. Journal Article Review
In the article “The changing face of education: Teaches cope with challenges through
collaboration and reflective study” written by Carla C. Dearman and Sheila R. Alber, goes in-
depth about how teachers and administrators have the power to become solid advocates for
change. The authors describe the concept of study group as a strategy that can improve teaching
and learning through a step-by-step process which will be discussed later in the analysis.
Before getting into the processes of the strategy the authors take the time to explain the
multifaceted concept of No Child Left Behind (NCLB). This law was passed in 2002 under the
Bush administration. The purpose of NCLB is to close the achievement gap between high and
low achieving students. NCLB also put a lot more pressure on educators because the law is
deeply rooted in the belief that “no child will be left behind if educators are accountable, flexible
and have choices” (Dearman & Alber, p.635) This puts the responsibility of measuring growth of
student learning and accountable for diverse students and their needs that stem from a list of
subgroups that they’ve outlined in the article. The primary flaw with NCLB is that is mandates
for effecting teaching and learning through research-based programs and practices but it does not
explain how schools are to achieve this. Lastly, the authors take a firm stance in saying in order
to make up for the shortcomings of NCLB educators need to be proactive and choose the
instructional procedures to meet those mandates.
The step-by-step process is a plan composed of three parts; “educators face the process of
change, educators find time to study together and educators reflectively review student work in
study teams and adjust research-based instructional practices to improve both teaching and

2. learning” (Dearman & Alber, p.634). This process can only work can only work if educators are
committed to keeping up with the changes in education. From there educators are to spend time
studying together, during these sessions two things should be happening. Reviewing students
work samples reflectively and they are to explore different research-based instructional
strategies. With this information, research-based instructional practices that meet the needs of
students will be implemented and modified as needed. As a result of these steps this process has
been proven to improve teaching and learning.
Change is something that can only happen when “teachers experience a paradigm shift in
philosophy” (Dearman & Alber, p.636) and not just as a reaction to a mandate. If educators
spend more time talking to each other and developing problem solving skills instead of looking
for quick ways to fix problems then educators will be able to do the following. Set goals for
teaching and learning, keep track of student progress, create action plans to improve students’
academic achievement and by doing so it’s this creates a community of learners. The authors
emphasize on the fact that change must occur on the local school level and this change is
pioneered by administrators and teachers. Dearman and Alber state that educators who chose to
meet instead of being defeated by the challenges of education will do the following. “interpret
the mandates, establish a unified, across the-board commitment for change and acquire the skills
to implement as support those challenges (p.636).
The authors go on to talk about how educators must find the time to study together. They
bring in the works of Baker, Smith and Fuch, Fuchs from 2001. Stating that effective application
of instruction increases when administration and teachers collaboratively study student data and
plan the use of evidence-based practice. This brings us to the use of study groups, these study
groups have a lot of benefits for all involved. One benefit that that through this process of

3. studying together teachers overtime start to incorporate new practices in the classroom, it helps
build a strong sense of commitment to the cause and provided a support system.
Professional development is the easiest way to provide time for teachers and
administrators to get together in study groups. The authors mention how professional
development needs to be revised to make it meaningful, instead of having other leadership come
in and run the professional development meetings. Including teacher input in the development of
the actual activities that go on during professional development is an essential aspect. The need
for a structured protocol is needed.
Dearman and Alber suggest if a school choices to use these collaborative study teams
then there must structure for how to have productive conversations about individual independent
work and about the teaching that produced the work. Without sticking to structure with this
process it may be seen as nonproductive, intimidating and overwhelming. In short, the authors
lay out four actions steps needed in order to keep up with the changing face of education. Build a
collective mission, redesign professional development so that it provides study time and allows
for classroom decisions to be made based off the educational mandates and student data. Create
and put into place regular schedule to have reflective conversations and lastly, seek funds to
foster change from all sources.
In found this article to be extremely informational. On page 637 the author talks about
school or district leadership coming in and taking the responsibility for planning professional
development. I am attest to this because when I was student teaching and would attend the
professional development meeting it was just people talking at you, there were no actives like the
ones described in the article.

4. The authors also mention how teacher input when it comes to developing professional
development activities is needed. This made me think about teacher empowerment by taking the
input of teachers into consideration gives them control instead of them just being told what to do.
After all the teachers are the ones who are responsible for fostering effective change. When I was
student teaching, the school did have it set up where each of subject teachers will meet and plan
shortly discuss what they will be going over but that was it. On the other hand my co-op and the
other 7th grade social studies teachers would meet during their free hour to talk about lessons,
trade lessons and gauge where everyone was to make sure that there was continuity to make sure
that no one was too far behind or far ahead.
This article was very concise and straight to the point. In enjoyed the examples they
provided from other school with successful study teams and the outlined sequential structure for
implementation. The website resources that they included extremely helpful and I plan to
reference them once I am teaching in my own classroom and would share them with my fellow
educators.

5. Bibliography
Carla C., D., & Sheila R., A. (2005). The Changing Face of Education: Teachers Cope with
Challenges through Collaboration and Reflective Study. The Reading Teacher, (7), 634.
doi:10.1598/RT.58.7.4