Professional development to promote schoolwide inquiry

Teaching and Teacher Education

Volumn 18, Issue 3, 2002, Pages 243-257

  King, M Bruce ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

Professional development; School organization; Teacher inquiry

Indexed keywords

EID: 0036183803     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0742-051X(01)00067-1     Document Type: Article

References (27)

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10. Professionalism and community: Perspectives on reforming urban schools
11. Teacher empowerment and the capacity for organizational learning
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13. Inquiry, knowledge, and practice
14. Teacher learning: New policies, new practices
15. Accountability and school performance: Implications from restructuring schools
16. Professional development that addresses school capacity: Lessons from urban elementary schools
17. On community
18. Teacher inquiry as professional staff development
19. Every child, every school: Success for all
20. Comparison of teacher survey responses between schools in the WCER study of professional development to build school capacity and Chicago Public Schools; Technical Report
21. Getting started: A first look at Chicago Annenberg schools and networks
22. Can schools be communities? The tension between shared values and inclusion
23. A sociology of modernity: Liberty and discipline
24. Among schoolteachers: Community, individuality, and ideology in teachers' work
25. Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development
26. Justice and the politics of difference
27. Connections between district policy on professional development and school capacity in urban elementary schools