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ERIC Number: ED527492
Record Type: Non-Journal
Publication Date: 2009-Sep
Pages: 192
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-0-8077-5011-5
ISSN: N/A
Teaching and Learning in Public: Professional Development through Shared Inquiry. Technology, Education--Connections (TEC) Series
Sisk-Hilton, Stephanie
Teachers College Press
This is the inspiring story of a group of teachers who used new technologies to document, analyze, and share an inquiry learning process together. The Supporting Knowledge Integration for Inquiry Practice (SKIIP) is an exciting new professional development model that brings together the strengths and benefits of several existing approaches: participant-directed inquiry, school/university partnerships, and the shared pedagogical improvement model of lesson study. Based on the work of public school science teachers over the course of three years, the SKIIP approach was developed to assist teachers in the daunting task of "learning in public." How can an inquiry into teaching practice help teachers to support inquiry learning with their students? Essential reading for professional developers, teacher leaders, and school administrators, this book: (1) Documents the lessons learned from a school-wide professional learning initiative; (2) Examines how SKIIP impacts teachers, school culture, and learning outcomes; (3) Showcases innovative new technology to use in professional development, such as streaming, videotaping, time-stamped assessment, and sophisticated analytics; and (4) Offers guidance for implementing the SKIIP professional development model in your school. [Foreword by Catherine Lewis.]
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Publication Type: Books; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A