04362nam 2200685Ia 450 991013999290332120200520144314.00-470-55397-91-282-38036-297866123803651-118-26944-60-470-55366-90-470-55396-0(CKB)1000000000821954(EBL)468583(OCoLC)507435830(SSID)ssj0000343517(PQKBManifestationID)11248013(PQKBTitleCode)TC0000343517(PQKBWorkID)10290880(PQKB)10553477(MiAaPQ)EBC468583(Au-PeEL)EBL468583(CaPaEBR)ebr10351101(CaONFJC)MIL238036(PPN)259998508(EXLCZ)99100000000082195420090817d2009 uy 0engur|n|---|||||txtccrTeacher collaboration for professional learning[electronic resource] facilitating study, research, and inquiry communities /Cynthia Lassonde, Susan Israel, editors ; foreword by Janice F. AlmasiSan Francisco Jossey-Bassc20091 online resource (211 p.)Description based upon print version of record.0-470-46131-4 Includes bibliographical references and index.Teacher Collaboration for Professional Learning: Facilitating Study, Research, and Inquiry Communities; Contents; List of Figures, Tables, and Exhibits; Foreword; Preface; ORGANIZATION OF THE BOOK; ORGANIZING A STUDY GROUP; THE TONE OF THE BOOK; MOVING FORWARD; Acknowledgments; The Authors; The Contributors; Part 1: Why Support Collaborative Research?; Chapter 1: Improving Teacher Professional Learning; Chapter 2: Initiating Educational Improvements; Part 2: Building a Professional Learning Community; Chapter 3: Understanding the Inquiry Process; Chapter 4: Getting StartedChapter 5: Staying ProductivePart 3: Collaborating Effectively; Chapter 6: Ethical Considerations: Improving Group Dynamics; Chapter 7: Leadership Strategies for Collaborative Support Groups; Part 4: Model Learning Communities in Action; Chapter 8: School-Based and Partnership Communities; Chapter 9: Networking and Online Collaborations; Chapter 10: A Districtwide Model: The Fairfax County Public Schools Teacher Researcher Network; Epilogue: Supporting and Sustaining Professional Collaboration; FUTURE DIRECTIONS COLLABORATIVE GROUPS CAN CONSIDERENCOURAGING LONGEVITY THROUGH PROFESSIONAL REFLECTIONCONCLUSION; Appendix A: Tools and Templates; Appendix B: Reflection Questions; PART TWO: BUILDING A PROFESSIONAL LEARNING COMMUNITY; PART THREE: COLLABORATING EFFECTIVELY; PART FOUR: MODEL LEARNING COMMUNITIES IN ACTION; Appendix C: Study Group Exercises; PART THREE: COLLABORATING EFFECTIVELY; PART FOUR: MODEL LEARNING COMMUNITIES IN ACTION; Appendix D: Valuable Resources; Appendix E: Teacher Research Survey; References; IndexTeacher Collaboration for Professional Learning contains the essential information, tools, and examples teachers and school leaders need to create, manage, and sustain successful collaborative groups. Designed to be a hands-on resource, this practical guide shows you how to: Advocate for collaborative teacher learning Develop and sustain collaborative research groups Organize and conduct productive research projects Address issues of ethics, leadership, and group dynamics Evaluate and sustain collaborative learning activities Based on data from a major survTeachersIn-service trainingUnited StatesTeachersProfessional relationshipsUnited StatesProfessional learning communitiesUnited StatesTeachersIn-service trainingTeachersProfessional relationshipsProfessional learning communities370.71/55Lassonde Cynthia A939431Lassonde Cynthia A939431Israel Susan E894296MiAaPQMiAaPQMiAaPQBOOK9910139992903321Teacher collaboration for professional learning2117849UNINA