Teachers Caught in the Action: Professional Development that Matters
Ann Lieberman, Lynne Miller
Teachers College Press, 2001 - Education - 246 pages
The work of professional development requires that teachers, as members of professional communities, make their students and their own work public. The contributors of this unique volume examine the problems and successes of teachers in different contexts, and explore the mechanisms and strategies that support teacher learning. From developing standards and assessments to writing narratives about their classroom experience and researching their own practice, from reform networks to school/university partnerships, these teachers learn by being "caught in the action."
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achievement action activities African Americans Alford BASRC Center challenge chapter classroom Cochran-Smith collaboration colleagues Columbia University communities of practice context Copyright Clearance Center critical culture curriculum cycle of inquiry Darling-Hammond dents discussion district efforts Eileen Barton evaluation experience faculty Falk & Ort focus focused form of inquiry Fox River goals high school ideas individual inquiry as stance involved issues knowledge Leadership Schools learners Lieberman Lytle M-CLASS math ment narrative National National Writing Project networks novice teachers participants performance assessments perspective problems profes professional development protocols questions reflection responses Review rience role school reform scoring Senior Project Setaside skills social Southern Maine Partnership staff development standards standards-based strategies student learning talk teacher learning teacher research Teachers College Press teaching and learning teaching practice tion Tracey understanding University Wendy's whole-school Writing Project York
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