Knowledge Communities in Teacher Education: Sustaining Collaborative Work: Palgrave Studies on Leadership and Learning in Teacher Education
Autor Cheryl J. Craig, Gayle A. Curtis, Michaelann Kelley, P. Tim Martindell, M. Michael Pérezen Limba Engleză Paperback – 2 sep 2021
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Specificații
ISBN-13: 9783030546724
ISBN-10: 3030546721
Pagini: 252
Ilustrații: XXV, 252 p. 9 illus., 5 illus. in color.
Dimensiuni: 148 x 210 mm
Greutate: 0.34 kg
Ediția:1st ed. 2020
Editura: Springer International Publishing
Colecția Palgrave Macmillan
Seria Palgrave Studies on Leadership and Learning in Teacher Education
Locul publicării:Cham, Switzerland
ISBN-10: 3030546721
Pagini: 252
Ilustrații: XXV, 252 p. 9 illus., 5 illus. in color.
Dimensiuni: 148 x 210 mm
Greutate: 0.34 kg
Ediția:1st ed. 2020
Editura: Springer International Publishing
Colecția Palgrave Macmillan
Seria Palgrave Studies on Leadership and Learning in Teacher Education
Locul publicării:Cham, Switzerland
Cuprins
1. Introducing the Portfolio Group (1998-present).- 2. The Story before the Story: The Pathway to Knowledge Communities and the Portfolio Group.- 3. Evidencing School Reform through School Portfolios (1998-2002).- 4. Becoming and Sustaining Critical Friends (1998-present).- 5. Becoming Teacher Researchers (2004-2009).- 6. Becoming Narrative Inquirers (2003-2013).- 7. Traveling Journals as Inquiry and Professional Development (2004-2006).- 8. Engaging in Self-study Research (2011-present).- 9. Negotiating Career Pathway Challenges (1998-present).- 10. Relationships, Cross-Pollination, and Extended Collaborations (2002-present).- 11. The Portfolio Group's Legacy.-
Notă biografică
Cheryl J. Craig is Professor and the Houston Endowment Endowed Chair of Urban Education in the Department of Teaching, Learning, and Culture at Texas A&M University, USA.
Gayle A. Curtis has worked primarily in the Greater Houston Area, USA in urban schools serving mostly students of color with low-socioeconomic backgrounds.
Michaelann Kelley is Assistant Professor at Mount St. Joseph University, USA, and former Director of Visual Arts and teacher in Aldine Independent School District, USA.
P. Tim Martindell teaches high school English language arts at The Village School and undergraduate/graduate literacy courses at the University of Houston-Downtown, USA.
M. Michael Pérez is a middle school science teacher in the Houston Independent School District, USA, who has taught at two different urban schools for 25 years.
Gayle A. Curtis has worked primarily in the Greater Houston Area, USA in urban schools serving mostly students of color with low-socioeconomic backgrounds.
Michaelann Kelley is Assistant Professor at Mount St. Joseph University, USA, and former Director of Visual Arts and teacher in Aldine Independent School District, USA.
P. Tim Martindell teaches high school English language arts at The Village School and undergraduate/graduate literacy courses at the University of Houston-Downtown, USA.
M. Michael Pérez is a middle school science teacher in the Houston Independent School District, USA, who has taught at two different urban schools for 25 years.
Textul de pe ultima copertă
This book traces the origins and activities of the longest-standing collaborative teacher group in education, the Portfolio Group. Each chapter documents, historically and conceptually, the main intellectual moments in the evolution of the idea of knowledge communities. Authors illuminate the expansive work, research, and the leading/learning influence that the Portfolio Group has had in the local education community as well as on the international education landscape. In doing so, they illustrate the journey of a school-based, cross-institutional knowledge community and provide the proverbial light at the end of the tunnel for so many novice and newly formed groups seeking sustainability. The book demonstrates through the shared experiences of five teachers/teacher educators the ways in which varied collaborations aimed at professional development lead to teacher growth in practice, leadership, and career.
Caracteristici
Recounts the history of a two decade long teacher/teacher educator group that has both learned and led Chapters demonstrate teacher learning through interaction, collaboration, leading, and varied forms of inquiry Addresses member shifts into different leadership roles and shifting teacher identity over time Contributes to a better understanding teacher growth over time and development into teacher educators and leaders