"Are We on the Same Book and Page?" The Value of "Shared" Theory and Vision

Autor/in	Wollman, Julie E.
Titel	"Are We on the Same Book and Page?" The Value of "Shared" Theory and Vision
Quelle	In: Language Arts, 84 (2007) 5, S.410-418 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Literacy Education; Charter Schools; Faculty Development; Teacher Administrator Relationship; Organizational Development; Management by Objectives; Institutional Characteristics; Case Studies; School Culture; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Organisationsentwicklung; Case study; Fallstudie; Case Study; Schulkultur; Schulleben; Theorie-Praxis-Beziehung
Abstract	Looking at literacy teaching across classrooms at the urban Mill City Charter School provides an opportunity to explore the importance of coherence within a school. This work was informed by teachers' voices and classroom observations over several months. Findings suggest that when teachers and school leaders share a common theory and vision for literacy education and work in the context of a professional learning community, teachers' opportunities to act as knowledgeable professionals, and children's opportunities for success and empowerment through literacy may be enhanced. (Author).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10