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dc.contributor.authorFox, Alison
dc.contributor.authorPoultney, Valerie
dc.date.accessioned2020-03-19T15:39:25Z
dc.date.available2020-03-19T15:39:25Z
dc.date.issued2020-03-16
dc.identifier.citationFox, A., Poultney, V. (Eds.) (2020). 'Professional learning communities and teacher enquiry'. St Albans: Critical Publishing.en_US
dc.identifier.isbn978-1-912508-81-5
dc.identifier.urihttp://hdl.handle.net/10545/624610
dc.description.abstractProfessional Learning Communities and Teacher Enquiry as part of the book series Evidence-based Teaching for Enquiring Teachers provides a critical overview of different ways of thinking about professional learning as a social process through collaborative and collective activity. These conceptualisations are illustrated through their application in a range of international settings to allow a critical examination of the opportunities and challenges they present to teachers and school leaders. Case studies offer insights into the way the factors affecting collaborative professional learning play out in particular contexts. The book includes practical recommendations about how to facilitate and engage with collaborative teacher enquiry, based on published evidence. Chapters weigh up the benefits and challenges of the approaches covered and suggest either actions or questions for those of you as readers wishing to act them in your own setting. The book concludes with support for action planning, which includes evaluation of the success of any intervention initiated.en_US
dc.description.sponsorshipN/Aen_US
dc.language.isoenen_US
dc.publisherCritical Publishingen_US
dc.relation.urlhttp://www.criticalpublishing.com/professional-learning-communities-and-teacher-enquiryen_US
dc.subjectProfessional Learning Communitiesen_US
dc.subjectCollaborationen_US
dc.subjectSchool-University partnershipsen_US
dc.subjectLesson Studyen_US
dc.subjectTeacher-led enquiryen_US
dc.titleProfessional learning communities and teacher enquiryen_US
dc.title.alternativeEvidence-based Teaching for Enquiring Teachersen_US
dc.typeBooken_US
dc.contributor.departmentThe Open Universityen_US
dc.contributor.departmentUniversity of Derbyen_US
dcterms.dateAccepted2018-10-28
dc.author.detailsehl039en_US


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