Literaturnachweis - Detailanzeige
| Autor/in | Apthorp, Helen |
|---|---|
| Titel | Critical Collegiality & Self-Renewing Schools. Division K Symposium. |
| Quelle | (2001), (73 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adoption (Ideas); Collegiality; Cooperation; Cooperative Programs; Critical Thinking; Educational Change; Elementary Secondary Education; Group Activities; Management Development; Professional Development; Self Evaluation (Groups) |
| Abstract | This document is four papers in one that focuses on the practice of critical collegiality through collaborative processes and how the resulting self-study may lead to positive school reform. "The Data in a Day Self-Study Process" (Kim Taylor) describes the Data in a Day process that brings teachers, parents, community members, administrators, and students together in a day of observations, note taking, analysis, and discussion to promote self-study. "Opportunities for Critical Collegiality through Collaborative Action Research Teams" (Patricia A. Lauer) characterizes the practice of professional development through research project collaboration and presents four case studies. "School Portfolios, Critical Collegiality, and Comprehensive School Reform" (Edmund T. Hamann, Brett Lane, and Susan Hackett Johnson) examines the state of Maine's use of portfolios as an extra mechanism to document school change processes for later reflection. "A Study of Critical Collegiality in One of The Learning Network Schools" (Helen Apthorp, Vickie Weseman, Peggy Moses, and Marilyn Herzog) examines how The Learning Network might have allowed a school to create some of the key features of critical collegiality and help teachers deepen their subject matter and pedagogical knowledge in the area of language arts. Each paper contains references. (RT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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