Search results for: Burke Wendy
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Maintaining, Reframing, and Disrupting Traditional Expectations and Outcomes for Professional Development with Critical Friends Groups
The goal of this study is to highlight the successes and challenges inherent in this district’s use of the CFG model and provide the district and school leaders with feedback to inform their progress as they enter the 3rd year of implementation.Findings suggest that the CFG model can positively impact the professional development of those involved. However, without explicit attention being given to the nature of the dialogue that actually occurs within the CFGs and its relationship to the larger school improvement efforts, and teachers’ individual practice, it is difficult to affect changes in how teachers either share or enact their instructional practices.
Updated: Sep. 14, 2011
Since 2001, two teacher educators from distinctive mid western universities have been engaged in partnerships with two local urban school districts that resulted from their personal relationships with educators and school leaders.By applying Macedo and Freire's (2001) framework of analysis, this article shares their dialogic reflection and assessment of the impact of their roles, intentions, and modes of operandi as qualitative researchers and the effectiveness of pursuing contextually relevant transformative agendas within these partnerships.
Updated: Dec. 16, 2007