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Inquiry-focused reform: How teachers...

Feldman, Susan B.

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Inquiry-focused reform: How teachers learn new practices from their current practice.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Inquiry-focused reform: How teachers learn new practices from their current practice./
Author:	Feldman, Susan B.
Description:	168 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3597.
Contained By:	Dissertation Abstracts International71-10A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3421747
ISBN:	9781124225715

Inquiry-focused reform: How teachers learn new practices from their current practice.
Feldman, Susan B.

Inquiry-focused reform: How teachers learn new practices from their current practice. - 168 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3597.

Thesis (Ph.D.)--University of Washington, 2010.

The current interest in inquiry-focused school reform seems to hold some promise for improving schools from the inside out. While inquiry-focused school reform is growing in popularity among educators, we know very little about how teachers talking together about their current practices, generate new practices to improve their students' learning. In fact, it seems unlikely that new practices will emerge from teachers talking about their current practices. This study proposes a close look at the recorded interactions in an inquiry-focused, after-school meeting, in which educators using their current practices, work to generate new ways of thinking about and doing their work with students. Inquiry-focused school reform is, at least in part, a disciplining of educators' perspectives to see new ways of doing their work. This study explicates the turn-by-turn emergence of the group's disciplined perspective.

ISBN: 9781124225715Subjects--Topical Terms:

1035576
Education, Leadership.

Inquiry-focused reform: How teachers learn new practices from their current practice.
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245 1 0 $a Inquiry-focused reform: How teachers learn new practices from their current practice.
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500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3597.
500 $a Adviser: Michael S. Knapp.
502 $a Thesis (Ph.D.)--University of Washington, 2010.
520 $a The current interest in inquiry-focused school reform seems to hold some promise for improving schools from the inside out. While inquiry-focused school reform is growing in popularity among educators, we know very little about how teachers talking together about their current practices, generate new practices to improve their students' learning. In fact, it seems unlikely that new practices will emerge from teachers talking about their current practices. This study proposes a close look at the recorded interactions in an inquiry-focused, after-school meeting, in which educators using their current practices, work to generate new ways of thinking about and doing their work with students. Inquiry-focused school reform is, at least in part, a disciplining of educators' perspectives to see new ways of doing their work. This study explicates the turn-by-turn emergence of the group's disciplined perspective.
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650 4 $a Psychology, Cognitive. $3 1017810
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