Professional Development Time: A Longitudinal Study of the Implementation of Daily Teacher Collaboration
Dole, Sue Schramm
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Permalink
https://hdl.handle.net/2142/80008
Description
Title
Professional Development Time: A Longitudinal Study of the Implementation of Daily Teacher Collaboration
Author(s)
Dole, Sue Schramm
Issue Date
2007
Doctoral Committee Chair(s)
Paul Thurston
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Teacher Training
Language
eng
Abstract
The Cambridge Hills' study also contains lessons for PreK-12 practitioners. The recommendations are grouped into five broad categories: (a) recognizing design and implementation issues, (b) using PDT by building professional conversation skills, (c) socializing new participants, (d) building sustainability practices into the design, and (e) devoting the necessary time to make PDT work.
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