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Grossman, P., Thompson, C. S., & Valencia, S. W. (2002). Focusing the concerns of new teachers: The district as teacher educator. In A. M. Hightower, M. S. Knapp, J. A. Marsh, & M. W. McLaughlin (Eds.), School districts and instructional renewal (p. 129-142), New York: Teacher College, Columbia University.

has been cited by the following article:

• TITLE: Factors Affecting South African District Officials’ Capacity to Provide Effective Teacher Support

  AUTHORS: Bongani D Bantwini, Nolutho Diko

  KEYWORDS: School Districts, District Officials, Curriculum Specialists, Curriculum Reforms, Natural Science, Science Education, South Africa

  JOURNAL NAME: Creative Education, Vol.2 No.3, August 9, 2011

  ABSTRACT: The role of district officials as education reform agents is undeniable. Through perspectives analyses, we explore factors that affected the capacity of eight South African districts to provide effective teacher support during the last implementation of natural science reforms. We argue that district officials’ capability and reality issues are some of the factors that are likely to determine the success or failure of reforms. Further, they have the gravity to nullify the efforts to improve school performances. Lastly, we propose ways to bridge the gap between theory and practice and strategies to promote partnership between district officials and schools.