Teachers Caught in the Action: Professional Development that Matters
The work of professional development requires that teachers, as members of professional communities, make their students and their own work public. The contributors of this unique volume examine the problems and successes of teachers in different contexts, and explore the mechanisms and strategies that support teacher learning. From developing standards and assessments to writing narratives about their classroom experience and researching their own practice, from reform networks to school/university partnerships, these teachers learn by being "caught in the action."
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accountability achievement action activities American assessment BASRC become begin called capacity Center challenge chapter classroom collaboration colleagues collective connected context conversation course created critical culture curriculum demands describe discussion district efforts engage evidence example experience faculty focus goals high school ideas important improve individual inquiry institutions instructional interest involved issues kind knowledge Leadership Lieberman look matter means meetings narrative networks offer opportunities organization participants Partnership performance perspective powerful practice presented Press problems professional development Project protocols questions reading reflection reform responses restructuring Review role scoring shared skills social staff stance standards story strategies structure success talk teacher learning teacher research Teachers College teaching tion tradition understanding University writing York
Collaborative Analysis of Student Work: Improving Teaching and Learning
Georgea M. Langer,Amy B. Colton,Loretta S. Goff
Vista previa limitada - 2003
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