Professional Collaboration with Purpose

Teacher Learning Towards Equitable and Excellent Schools

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Professional Collaboration with Purpose by Amanda Datnow, Vicki Park, Taylor and Francis
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Author: Amanda Datnow, Vicki Park ISBN: 9781351165860
Publisher: Taylor and Francis Publication: October 3, 2018
Imprint: Routledge Language: English
Author: Amanda Datnow, Vicki Park
ISBN: 9781351165860
Publisher: Taylor and Francis
Publication: October 3, 2018
Imprint: Routledge
Language: English

Building on both cutting-edge research and professional learning practice, Amanda Datnow and Vicki Park explore how professional collaboration can support deeper learning for students and teachers alike. While many schools and systems support teacher collaboration, they often fall short of their intended goals of improving teaching and learning. This book provides concrete guidance for creating the conditions for collaboration in which teachers are moved toward—rather than repelled—by joint work. The authors explore how collaborative settings can provide a space for working through the inevitable challenges that accompany the changing nature of teaching in the age of accountability and show the motivation, inspiration, and energy that teachers personally--and collectively--gain from collaborating to improve student learning. Ultimately, they show how teacher empowerment towards working together builds equitable and excellent learning environments.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Building on both cutting-edge research and professional learning practice, Amanda Datnow and Vicki Park explore how professional collaboration can support deeper learning for students and teachers alike. While many schools and systems support teacher collaboration, they often fall short of their intended goals of improving teaching and learning. This book provides concrete guidance for creating the conditions for collaboration in which teachers are moved toward—rather than repelled—by joint work. The authors explore how collaborative settings can provide a space for working through the inevitable challenges that accompany the changing nature of teaching in the age of accountability and show the motivation, inspiration, and energy that teachers personally--and collectively--gain from collaborating to improve student learning. Ultimately, they show how teacher empowerment towards working together builds equitable and excellent learning environments.

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