This paper examines district officials’ theories about teacher learning and change, identifying and elaborating three perspectives—behaviorist, situated, and cognitive— based on a study of 9 school districts. The behaviorist perspective on teacher learning dominated among the district officials in the study. The author also considers whether the prominence of the behaviorist perspective on teacher learning among district officials may be cause for concern when it comes to the classroom implementation of the fundamental changes in instruction pressed by state and national standards.
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