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Schechter, Chen – Teachers College Record, 2010
Background: Although the professional learning community as a means of improving student achievement has received growing support from researchers and practitioners alike, professionals are still exploring ways to develop interaction networks regarding teaching and learning issues. Purpose: This study explores the evolving stages of a collective…
Descriptors: Public Schools, Professional Development, Communities of Practice, Case Studies
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Marsh, Julie A.; Bertrand, Melanie; Huguet, Alice – Teachers College Record, 2015
Background: Despite increased access to student learning data, scholars have demonstrated that teachers do not always know how to use these data in ways that lead to deep changes in instruction and often lack skills and knowledge to interpret results and develop solutions. In response, administrators have invested in instructional coaches, data…
Descriptors: Educational Practices, Teaching Methods, Data, Information Utilization
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Honig, Meredith I.; Rainey, Lydia R. – Teachers College Record, 2014
Background/Context: Some school districts across the country have begun to convene principals in professional learning communities (PPLC) as a strategy to help principals develop as instructional leaders, and they have designated executive-level central office staff to lead the PPLCs. Extant research suggests the promise of PPLCs for supporting…
Descriptors: Principals, Central Office Administrators, Faculty Development, Instructional Leadership
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Christman, Jolley Bruce; Ebby, Caroline B.; Edmunds, Kimberly A. – Teachers College Record, 2016
Background: A growing number of studies argue that data use practices in schools have not sufficiently attended to teachers' learning about students, subject matter, and instruction. The result has been changes in instructional management (e.g., student grouping, assignment of students to tutoring) rather than instructional improvement. Further,…
Descriptors: Mathematics Instruction, Feedback (Response), Mathematics Education, Case Studies
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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
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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
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Beatty, Barbara – Teachers College Record, 2011
Background/Context: More than a century before modern controversies over scripted instruction, the Froebelian kindergarten--the original kindergarten method designed by Friedrich Froebel--and Maria Montessori's pedagogy were criticized for rigidly prescribing how teachers taught and children learned. Today, scripted methods such as Direct…
Descriptors: Direct Instruction, Professional Autonomy, Preservice Teacher Education, Social Class