NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ819909
Record Type: Journal
Publication Date: 2005-Oct
Pages: 14
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1547-688X
Professional Development Schools and Critical Friends Groups: Supporting Student, Novice and Teacher Learning
Norman, Patricia J.; Golian, Katherine; Hooker, Heather
New Educator, v1 n4 p273-286 Oct 2005
Recently developed Professional Development School standards underscore the importance of professional learning community, inquiry, shared decision-making and a focus on student learning. These standards closely mirror the goals of "Critical Friends Groups," a significant movement in education to improve student achievement through teacher collaboration and inquiry. This paper examines the experiences of a teacher candidate, mentor teacher, and university teacher educator when school and university partners at an elementary Professional Development School implemented Critical Friends Groups. Critical Friends Groups helped novices, experienced teachers, and teacher educators to examine teacher and student work by engaging in inquiry-oriented, practice-based, self-disclosing professional conversation. (Contains 5 tables and 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas