Citation

Using Teacher Walkthroughs to Improve Instruction: A Leadership and School Capacity Building Collaborative

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Abstract:

This mixed methods study investigated the effects of teacher learning walks in three elementary schools. Developed as part of a university/school partnership, teacher walkthroughs were adapted from the practice of principal walkthroughs, as a means of fostering collaboration, collective learning, and improving practice and student achievement in schools in western North Carolina. Specifically, this study explored principal and teacher perceptions of the effects of teacher walkthroughs over a period of one to two years. Findings indicate individual, organizational, and student effects of this professional growth program.

Most Common Document Word Stems:

teacher (147), learn (92), school (66), practic (57), walk (50), reflect (43), student (27), see (27), profession (27), princip (26), process (26), develop (24), new (24), year (24), communiti (24), strategi (23), collabor (23), classroom (22), use (22), walkthrough (21), studi (21),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378271_index.html
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MLA Citation:

Jorissen, Kathleen. and Sundstrom Allen, Ann. "Using Teacher Walkthroughs to Improve Instruction: A Leadership and School Capacity Building Collaborative" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378271_index.html>

APA Citation:

Jorissen, K. T. and Sundstrom Allen, A. , 2009-11-19 "Using Teacher Walkthroughs to Improve Instruction: A Leadership and School Capacity Building Collaborative" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378271_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This mixed methods study investigated the effects of teacher learning walks in three elementary schools. Developed as part of a university/school partnership, teacher walkthroughs were adapted from the practice of principal walkthroughs, as a means of fostering collaboration, collective learning, and improving practice and student achievement in schools in western North Carolina. Specifically, this study explored principal and teacher perceptions of the effects of teacher walkthroughs over a period of one to two years. Findings indicate individual, organizational, and student effects of this professional growth program.


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