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ERIC Number: EJ1117595
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1550-1175
Professional Development of, by, and for the Practitioners of the Washington Teachers Inquiry Group
Gasoi, Emily; Hare, Abby; Mallaney,Norah; Stevens-Morin, Hanna
Schools: Studies in Education, v13 n2 p273-293 Fall 2016
Descriptive Review, as developed by Patricia Carini and colleagues at the Prospect Center, is a process of deep observation and documentation that has proven to be an invaluable tool for teachers interested in gaining a more holistic view of their students and their work. In this article, a teacher educator and three classroom teachers share their experiences starting and participating in a Descriptive Review group with colleagues. The introduction provides background on the evolution of both the Prospect Descriptive Review process and the Washington Teachers Inquiry Group. In the second section, a first-grade teacher explains how the Descriptive Review process helped to bridge the gap between theory and practice during her first year of teaching; in the third section, a second-grade teacher describes how preparing for a review of a child is as useful and informative as the presentation process itself; in the fourth section, a kindergarten teacher illustrates for readers how her experience with the Descriptive Review process informs her classroom practice and her relationships with students.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Primary Education; Early Childhood Education; Grade 1; Grade 2; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A