Literaturnachweis - Detailanzeige
Autor/inn/en | Anderson, Gary L.; Herr, Kathryn |
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Titel | Scaling up "Evidence-Based" Practices for Teachers Is a Profitable but Discredited Paradigm |
Quelle | In: Educational Researcher, 40 (2011) 6, S.287-289 (3 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-189X |
DOI | 10.3102/0013189X11417619 |
Schlagwörter | Stellungnahme; Expertise; Evidence; Video Technology; State Standards; Faculty Development; Professional Development; Learning Activities; Interprofessional Relationship; Communities of Practice; Inquiry; Policy Analysis; Pedagogical Content Knowledge; Educational Change; Action Research; Teachers |
Abstract | This article takes issue with the notion that professional learning communities need to be more focused on teacher expertise through the use of online videos of lessons taught by expert teachers that are aligned with the Common Core State Standards. The authors argue that the use of externally developed, research-based, and standards-aligned videos violates the principles of authentic inquiry that underlie professional learning communities. They also caution that a profit-seeking education industry is increasingly behind the promotion of evidence-based products. (Contains 1 note.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |