Search results for: Willis Curry Marnie

This study builds upon research on teacher professional communities and high school restructuring reforms. It employs a conceptual framework that draws upon theories of “community of practice” and “community of learners.” The study analyzes how teachers’ professional inquiry communities at the high school level constitute a resource for school reform and instructional improvement. The findings demonstrate how the enactment of design choices holds particular consequences for the nature and quality of teacher learning and school improvement.