"Teaching in Context" provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The studies also show how social dynamics influence the speed, depth, and success with which any new idea is implemented, and how policies enacted without adequate consideration of their impact on the social fabric of schools can produce unintended negative consequences. Policies aimed at improving teaching should focus on strengthening the organization as a whole so that all teachers are likely to improve. The chapters in this book point to the need to reevaluate current policies for assessing and ensuring teacher effectiveness, and establish the foundation for a more thoughtful, research-informed approach. Following the Introduction: The Social Side of Education Reform (Esther Quintero), this book contains the following chapters: (1) Developing Workplaces Where Teachers Stay, Improve, and Succeed: Recent Evidence on the Importance of School Climate for Teacher Success (John P. Papay and Matthew A. Kraft); (2) Reaping Rewards for Students: How Successful Urban Schools Systematically Invest in Teachers (Susan Moore Johnson, Stefanie K. Reinhorn, and Nicole S. Simon); (3) Better Collaboration, Better Teaching (Matthew Ronfeldt); (4) The Social Side of Capability: Supporting Classroom Instruction and Enabling Its Improvement (James P. Spillane, Megan Hopkins, Tracy M. Sweet, and Matthew Shirrell); (5) Social Capital: An Untapped Resource for Educational Improvement (Carrie R. Leana and Frits K. Pil); (6) The Social Cost of Leadership Churn: The Case of an Urban School District (Alan J. Daly, Kara S. Finnigan, and Yi-Hwa Liou); (7) How the Organization of Schools and Local Communities Shape Educational Improvement (Elaine M. Allensworth); (8) Organizing Adult Learning for Adaptive Change Management: A Systems Approach (Joshua P. Starr); (9) Research-Practice Partnerships and ESSA: A Learning Agenda for the Coming Decade (William R. Penuel and Caitlin C. Farrell); and Conclusion: Improving the Interpersonal Dimension of Schools and School Systems (Esther Quintero). [Foreword by Andy Hargreaves.]