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ERIC Number: ED454205
Record Type: Non-Journal
Publication Date: 2001
Pages: 256
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8077-4099-3
ISSN: N/A
Teachers Caught in the Action: Professional Development That Matters. The Series on School Reform.
Lieberman, Ann, Ed.; Miller, Lynne, Ed.
This collection of papers focuses on what is known and practiced in professional development. Part 1, "The Purposes of Professional Development," includes (1) "Educational Purposes and Teacher Development" (Maxine Greene); (2) "Going Public: The Imperative of Public Education in the 21st Century" (Carl D. Glickman and Derrick P. Alridge); (3) "Professional Development in Pursuit of School Reform" (Judith Warren Little); and (4) "Beyond Certainty: Taking an Inquiry Stance on Practice" (Marilyn Cochran-Smith and Susan L. Lytle). Part 2, "Contexts, Strategies, and Structures for Professional Development," includes (5) "Teacher Learning at the Intersection of School Learning and Student Outcomes" (Jacqueline Ancess); (6) "Teachers Engaged in Evidence-Based Reform: Trajectories of Teacher's Inquiry, Analysis, and Action" (Milbrey W. McLaughlin and Joel Zarrow); (7) "School-University Partnership as a Venue for Professional Development" (Lynne Miller); (8) "Professional Learning through Assessment" (Beverly Falk); (9) "Lessons from an Inquiring School: Forms of Inquiry and Conditions for Teacher Learning" (Laura Stokes); (10) "The Narrative as an Experience Text: Writing Themselves Back In" (Anna Richert Ershler); (11) "When Teachers Write: Of Networks and Learning" (Ann Lieberman and Diane Wood); (12) "Teacher Research and Professional Development: Purposeful Planning or Serendipity" (Sarah Warshauer Freedman); and (13) "Students' Work and Teachers' Learning" (Joseph P. McDonald). (SM)
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-4099-3, $23.95; hardcover: ISBN-0-8077-4100-0, $53). Tel: 212-678-3963.
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED551402