Building School-based Teacher Learning Communities: Professional Strategies to Improve Student Achievement

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Teachers College Press, 1 gen 2006 - 147 pagine
Building on extensive evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. McLaughlin and Talbert--foremost scholars of school change and teaching contexts--provide an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities.
 

Sommario

Learning to Improve Student Achievement
1
Challenges of Reculturing Schools into
16
How Do Teacher Learning Communities Improve
22
Stages of Learning Community Development and Challenges
30
Developing Communities of Practice in Schools
38
Tensions and Challenges in Changing School Culture
60
Teacher Learning Communities and the Broader Context
79
Challenges and Promising Practices
92
A Local Learning System to Support Teacher
113
Notes
130
Index
139
About the Authors 148
Copyright

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Pagina 136 - Mintrop, H. (2004). Schools on probation: How accountability works (and doesn't work). New York: Teachers College Press.
Pagina 134 - Hargreaves. A. (1991). Contrived collegiality: The micro-politics of teacher collaboration. In J. Blase (ed.). The politics of life in schools (pp. 46-72). New York: Sage. Huberman. M. (1993). The model of the independent artisan in teachers

Informazioni sull'autore (2006)

Milbrey W. McLaughlin is the David Jacks Professor of Education and Public Policy at Stanford University, Co-director of the Center for Research on the Context of Teaching (CRC), and Executive Director of the John W. Gardner Center for Youth and Their Communities. Joan E. Talbert is Senior Research Scholar and Co-director of the Center for Research on the Context of Teaching in the Stanford University School of Education.

Informazioni bibliografiche