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Nelson, Tamara Holmlund; Slavit, David; Perkins, Mart; Hathorn, Tom – Teachers College Record, 2008
Background/Context: The type of professional development provided for teachers has been undergoing change from a one-time workshop approach to a more embedded, long-term, reflective, and collaborative structure. Although findings on the impact of new forms of professional development (PD) are beginning to emerge in the literature, there is little…
Descriptors: Group Structure, Professional Development, Secondary School Teachers, Inquiry
Nelson, Tamara Holmlund; Slavit, David – Journal of In-service Education, 2007
This article presents five case studies of grade six to grade eight science and mathematics teachers engaged in supported collaborative inquiry. The research focus is on teachers' growth trajectories related to their participation in professional learning communities supported through a professional development project. There were noticeably…
Descriptors: Cooperation, Science Teachers, Case Studies, Mathematics Teachers
Nelson, Tamara Holmlund; Slavit, David; Deuel, Angie – Teachers College Record, 2012
Background/Context: Schools and districts are increasingly emphasizing evidence-based decision making as a means for improving teaching and learning. In response, professional development efforts have shifted toward situated, sustained activities that involve groups of teachers in reflective inquiry about student learning data, instructional…
Descriptors: Evidence, Teaching Methods, Grounded Theory, Science Teachers