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An abstract of the dissertation of Amy Daggett Petti for the Doctor of Education in Educational Leadership: Administration presented April 29, 2002. Title: Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project Focusing on teacher learning, this study follows fifteen teachers in the crux of comprehensive school reform. These "regular" classroom teachers are the ubiquitous players of this theatre of school reform. "Regular" teacher is defined as a typical classroom teacher who is not actively involved in the district's school reform project or one who hasn't taken an active leadership role. The teachers in this study work in the challenging environment of a poor, diverse urban school district that was in its third year of a comprehensive school reform program, the Accelerated Schools Project. Fifteen teachers volunteered to take part in a teaching laboratory where they met, planned, taught, assessed and reflected on their practice. The study tells, analyzes and speculates about their journey. The Accelerated Schools Project (ASP) is a national comprehensive school improvement model that provides professional development to schools. The study

Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project