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Nelson, Tamara Holmlund; LeBard, Linda; Waters, Charlotte – Science and Children, 2010
Devoting time to a professional learning community (PLC) can be frustrating or rewarding. The authors have experienced both of these outcomes and can share processes that may help make your PLC one that enriches your professional growth and improves your students' learning. In this article they provide guidelines to make your experience…
Descriptors: College Faculty, Faculty Development, Guidelines, Group Dynamics
Nelson, Tamara Holmlund; Deuel, Angie; Slavit, David; Kennedy, Anne – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2010
Collaborative inquiry groups, such as professional learning communities and lesson study groups, are proliferating in schools across the United States. In whatever form, the potential for impacting student learning through this collaborative work is expanded or limited by the nature of teachers' conversations. Polite, congenial conversations…
Descriptors: Speech Communication, Teacher Collaboration, Teacher Leadership, Faculty Development
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