HKS Authors

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The proposition that public school teachers should experience continuous improvement through active, broad-based participation in professional learning communities is now widely accepted. Unfortunately, in too many schools, participation is neither active nor broad based. This article concerns one category of explanations. It reports new findings on ways that racial tensions can affect patterns of participation in professional learning communities and discusses associated challenges for school leaders.


Ferguson, Ronald. "Racial Tensions and Teacher Engagement in Professional Learning." Massachusetts Association for Supervision and Curriculum Design (MASCD) Perspectives Online. Winter 2010.