Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams

Autor:	Ronald Gallimore, Bradley A. Ermeling, Claude Goldenberg, William M. Saunders
Rok vydání:	2009
Předmět:	Protocol (science) Instructional development Teaching skills ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education School based Academic achievement Attribution Heuristics Psychology Teacher education Education
Zdroj:	The Elementary School Journal. 109:537-553
ISSN:	1554-8279 0013-5984
DOI:	10.1086/597001
Popis:	A 5-year prospective, quasi-experimental investigation demonstrated that grade-level teams in 9 Title 1 schools using an inquiry-focused protocol to solve instructional problems significantly increased achievement. Teachers applying the inquiry protocol shifted attribution of improved student performance to their teaching rather than external causes. This shift was achieved by focusing on an academic problem long enough to develop an instructional solution. Seeing causal connections fosters acquisition of key teaching skills and knowledge, such as identifying student needs, formulating instructional plans, and using evidence to refine instruction. These outcomes are more likely when teams are teaching similar content, led by a trained peer-facilitator, using an inquiryfocused protocol, and have stable settings in which to engage in continuous improvement.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::fbd09b1ec97e11d401f07dda89c61496 https://doi.org/10.1086/597001 Zobrazit plný text záznamu