Educational reform's progress depends on teachers' individual and collective capacity and its link with school-wide capacity for promoting pupils' learning¶
Claim · All claims
Evidence · 1 study · reviewr?·q2
Currency · newest study 2006 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2011: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? International evidence indicates that reform progress depends on teachers' individual and collective capacity linked with school-wide capacity for promoting pupils' learning. → Stoll 2006
q2 i? Because capacity underpins reform progress, building capacity is critical. → Stoll 2006
Evidence¶
Stoll 2006¶
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional Learning Communities: A Review of the Literature. Journal of Educational Change. https://doi.org/10.1007/s10833-006-0001-8
q2 · i? · review · r?
The review's opening synthesis of international evidence asserts that "educational reform's progress depends on teachers' individual and collective capacity" and its link with school-wide capacity. No effect size or study count is printed in the available text.
"International evidence suggests that educational reform's progress depends on teachers' individual and collective capacity and its link with school-wide capacity for promoting pupils' learning."
Discussion¶
Related Claims¶
- An innovation foreign to the rest of its system tends to be rejected; lasting change needs a coordinated bundle of innovations. — the general claim this finding bears on, with the studies behind it
- Teachers in CHSRI small schools report significantly more supportive contexts for reform than similar teachers in other Chicago high schools — a narrower finding that bears on this claim
- High-trust schools are hypothesized to show greater teacher commitment, orientation to innovation, parent outreach, and collective responsibility — a broader claim this one bears on
- Teachers in CHSRI schools reported statistically significantly higher perceptions of trust and collaboration than teachers in non-CHSRI schools — a narrower finding that bears on this claim
- Over two decades, Chicago teachers reported increasing program coherence and higher trust in their principals — related
- Decentralization and accountability acted as sorting mechanisms stratifying schools by initial capacity to respond — related
- Inclusive school leadership plays a critical role in building teachers' capacity for school improvement — a narrower finding that bears on this claim
- Technology can play a key role in comprehensive reform, but the adaptive capacity of the institution is equally critical for success — related
- Research identifies critical components of successful place-based systems change in education — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reform-progress-depends-on-teacher-and-school-capacity |
aliases |
building-capacity-critical-for-reform |
title |
Educational reform's progress depends on teachers' individual and collective capacity and its link with school-wide capacity for promoting pupils' learning |
description |
Educational reform's progress depends on teachers' individual and collective capacity and its link with school-wide capacity for promoting pupils' learning |
status |
review |
evidence_strength |
weak |
newest_evidence |
2006 |
source_checked |
2026-10-20 |
recheck_by |
2011 |
generated |
by process:wiki-ingest on 2026-10-14 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stoll-2006 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.