Search results for: Clayton Christine D.
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This study aimed to explore how a professional development cohort functions as a resource for new teacher support. The authors analyzed the data by using Wenger’s (1998) Communities of Practice social learning framework. The authors analyzed observation field notes of a single cohort which documented by the second author during one school year. The findings reveal three key insights for relating Wenger’s theory particularly to new and alternatively certified teachers in urban group induction experiences.
Updated: Sep. 12, 2012
Curriculum Making as Novice Professional Development: Practical Risk Taking as Learning in High-Stakes Times
This qualitative case study describes a university-based professional development program, which created an opportunity to examine three critical areas in education: management of relationships, curricular ownership, and the sources of classroom knowledge. Findings indicate that practical risk taking precede conceptual changes in teachers' thinking about the curriculum and current views regarding accountability.
Updated: Jan. 07, 2008