Search results for: Levine Thomas H.
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Features and Strategies of Supervisor Professional Community as a Means of Improving the Supervision of Preservice Teachers
This study addresses the problem of professional development for teacher education supervisors. It explores whether features associated with effective professional communities among K-12 teachers are relevant and sufficient for improving the practice of supervisors in teacher education programs.
Updated: Jun. 27, 2012
How the Structure and Focus of Teachers' Collaborative Activities Facilitate and Constrain Teacher Learning
This study looks within and across different collaborative activities that occurred among one teacher team. Observational data analyzed through a socio-cultural theoretical framework suggest how the structure and intended focus of collaborative activity can influence (1) how often and how concretely teachers discuss their teaching with colleagues; (2) which aspects of schooling collaboration will address; and (3) what opportunities for teacher learning are afforded and constrained.
Updated: Aug. 01, 2010