Citation

Building bridges from classroom to classroom:Adaptation of a supervisory practice to leverage change

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

This mixed methods study examines an elementary school that implemented teacher learning walks as a method of professional development. Developed as part of a university/school partnership, teacher learning walks were adapted from the practice of principal walkthroughs, as a means of fostering collaboration, collective learning, and improving practice and student achievement in western North Carolina schools. Findings indicate individual, organizational, and student effects of this professional growth program.

Most Common Document Word Stems:

teacher (47), school (33), practic (28), chang (28), learn (27), walk (25), profession (21), use (18), princip (15), classroom (14), communiti (10), walkthrough (10), studi (10), instruct (9), build (9), develop (8), engag (8), bridg (8), process (8), 2006 (7), implement (7),
Convention
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p437879_index.html
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MLA Citation:

Allen, Ann Sundstrom. and Jorissen, Kathleen. "Building bridges from classroom to classroom:Adaptation of a supervisory practice to leverage change" Paper presented at the annual meeting of the UCEA Annual Convention, Sheraton New Orleans, New Orleans, Louisiana, Oct 28, 2010 <Not Available>. 2014-11-27 <http://citation.allacademic.com/meta/p437879_index.html>

APA Citation:

Allen, A. L. and Jorissen, K. T. , 2010-10-28 "Building bridges from classroom to classroom:Adaptation of a supervisory practice to leverage change" Paper presented at the annual meeting of the UCEA Annual Convention, Sheraton New Orleans, New Orleans, Louisiana Online <PDF>. 2014-11-27 from http://citation.allacademic.com/meta/p437879_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This mixed methods study examines an elementary school that implemented teacher learning walks as a method of professional development. Developed as part of a university/school partnership, teacher learning walks were adapted from the practice of principal walkthroughs, as a means of fostering collaboration, collective learning, and improving practice and student achievement in western North Carolina schools. Findings indicate individual, organizational, and student effects of this professional growth program.


Similar Titles:
Building a teacher professional learning community in a struggling school: A case study in Shanghai, China

Building Bridges Between Knowledge and Practice: A Case Study on The Development of a University-School District Leadership Preparation Program Partnership

A Case Study Investigation of School Leadership and Learning Teams and Their Impact on Teacher Change of Practice and Sustainability

Teacher change in Bangladesh: A study of teachers adapting and implementing active learning into their practice


 
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