Inquiry as a Tool for Professional Development School Improvement: Four Illustrations

Autor/inn/en	Yendol-Hoppey, Diane; Jacobs, Jennifer; Gregory, Angela; League, Martha
Titel	Inquiry as a Tool for Professional Development School Improvement: Four Illustrations
Quelle	In: Action in Teacher Education, 30 (2008) 3, S.23-38 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Professional Development Schools; Federal Legislation; Educational Change; Pedagogical Content Knowledge; Teacher Educators; Accountability; Educational Improvement; Teacher Education; Student Teachers; Teacher Education Programs; High Stakes Tests; Academic Achievement; Public Schools; Intervention; Writing Workshops; Writing Instruction; Reading Instruction; Mathematics Instruction; Florida + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsreform; Pädagogische Kompetenz; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulleistung; Public school; Öffentliche Schule; Schreibunterricht; Leseunterricht; Mathematics lessons; Mathematikunterricht
Abstract	Given the increasing pressures of high-stakes accountability associated with state mandates and No Child Left Behind (U.S. Department of Education, 2002), linking teacher preparation within professional development schools to the goal of school improvement has become essential. This article illustrates the University of Florida's efforts to understand the ways that prospective teacher education can be linked to individual school improvement efforts. It explains how teacher educators and their school-based partners collaboratively craft their professional development school work with prospective and practicing teachers to target school improvement and teacher learning. Four models for engaging in inquiry-oriented school improvement are illustrated and the factors that underlie their design are outlined. The four models illustrate the ways that inquiry-oriented professional development school work contributes to individual school improvement efforts while cultivating in its participants an inquiry stance, a pedagogical content knowledge base, and a favorable disposition toward participating in school change. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10