A Content Literacy Collaborative Study Group: High School Teachers Take Charge of Their Professional Learning

The progress and effects of a collaborative study group as a method of job‐embedded professional development were studied. Eight high school teachers representing a variety of disciplines and the author (a literacy specialist) met monthly as a collaborative group for one school year to investigate m...

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Veröffentlicht in:	Journal of adolescent & adult literacy Jg. 52; H. 1; S. 54 - 64
1. Verfasser:	Thibodeau, Gail M.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Oxford, UK Blackwell Publishing Ltd 01.09.2008 International Reading Association
Schlagworte:	Academic Achievement Bond strength Changes childhood Collaboration Collaborative learning Commentary Communities of Practice Content Area Reading Content Area Writing content literacy Development programs early adolescence Educational Facilities Improvement English teachers Group Dynamics High school students High schools Inservice training Instructional Effectiveness Instructional Improvement learner Learning Literacy profdev Professional Development Professional training Reading Instruction Reading Strategies school Science Teachers Secondary School Teachers Secondary schools Students Teacher Collaboration Teacher education Teachers Teaching Teaching Methods topic type Workshops New York United States > US Connecticut
ISSN:	1081-3004, 1936-2706
Online-Zugang:	Volltext
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