Literaturnachweis - Detailanzeige
| Autor/inn/en | Randall, Régine; Marangell, Joseph |
|---|---|
| Titel | Changing What We Might Have Done on Our Own: Improving Classroom Culture and Learning through Teacher Collaboration |
| Quelle | In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 94 (2021) 1, S.38-46 (9 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Marangell, Joseph) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-8655 |
| DOI | 10.1080/00098655.2020.1828240 |
| Schlagwörter | Teacher Improvement; Classroom Environment; Teacher Collaboration; Learner Engagement; Teacher Effectiveness; Team Teaching; Student Experience; History Instruction; Secondary School Students; Educational Change |
| Abstract | Student achievement is not always the equivalent of what students learn, especially when educators use their feedback to shape daily instruction. When students share their classroom experiences, we can determine better ways to create interdisciplinary partnerships, manage workload, enhance historical understandings, and communicate conclusions. Being able to trust in "what" students are doing in class, how "well" they are doing it, and what they "will be able to do" motivated the authors, who are two veteran educators, to reevaluate when their own teaching seemed most effective. What they discovered is incongruent with the traditional delivery of instruction by a single teacher. The authors found that their collaboration as co-teachers not only benefited their students but increased their own professional learning in terms of pedagogy, content knowledge, and the use of disciplinary literacy. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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