Knowledge communities in teacher education : sustaining collaborative work /
Saved in:
| Author / Creator: | Craig, Cheryl J., author. |
|---|---|
| Imprint: | Cham : Palgrave Macmillan, 2020. |
| Description: | 1 online resource : illustrations (black and white, and colour). |
| Language: | English |
| Series: | Palgrave studies on leadership and learning in teacher education Palgrave studies on leadership and learning in teacher education. |
| Subject: | |
| Format: | E-Resource Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/12607713 |
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| 100 | 1 | |a Craig, Cheryl J., |e author. |0 http://id.loc.gov/authorities/names/n2003096788 | |
| 245 | 1 | 0 | |a Knowledge communities in teacher education : |b sustaining collaborative work / |c Cheryl J. Craig, Gayle A. Curtis, Michaelann Kelley, P. Tim Martindell, M. Michael Pérez. |
| 264 | 1 | |a Cham : |b Palgrave Macmillan, |c 2020. | |
| 300 | |a 1 online resource : |b illustrations (black and white, and colour). | ||
| 336 | |a text |2 rdacontent | ||
| 336 | |a still image |2 rdacontent | ||
| 337 | |a computer |2 rdamedia | ||
| 338 | |a online resource |2 rdacarrier | ||
| 490 | 1 | |a Palgrave studies on leadership and learning in teacher education | |
| 500 | |a 1. Introducing the Portfolio Group (1998-present)2. The Story before the Story: The Pathway to Knowledge Communities and the Portfolio Group3. Evidencing School Reform through School Portfolios (1998-2002)4. Becoming and Sustaining Critical Friends (1998-present)5. Becoming Teacher Researchers (2004-2009)6. Becoming Narrative Inquirers (2003-2013)7. Traveling Journals as Inquiry and Professional Development (2004-2006)8. Engaging in Self-study Research (2011-present)9. Negotiating Career Pathway Challenges (1998-present)10. Relationships, Cross-Pollination, and Extended Collaborations (2002-present)11. The Portfolio Group's Legacy. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | |a Description based on CIP data; resource not viewed. | ||
| 505 | 0 | |a Intro -- Foreword -- The Invaluable Scholarly Contribution of an Account of a 20-year-long Collaboration: The Value of the Work of the Portfolio Group -- References -- Preface -- References -- Contents -- About the Authors -- List of Figures -- List of Tables -- 1 Introducing the Portfolio Group (1998-Present) -- Introducing the Schools and the Houston School Reform Context -- Portfolio Group Members -- Michaelann Kelley (Visual Arts Teacher, Eagle High School, Northside School District) -- Gayle Curtis (Reform Coordinator, Heights Community, Central School District) | |
| 505 | 8 | |a Tim Martindell (Literacy Teacher, Hardy Academy, Northside School District) -- Mike Perez (Science Teacher, Tumbleweed Middle School, Central School District) -- Cheryl Craig (Associate Professor and Grant Evaluator, Rice University) -- Concluding Thoughts, Satellite Members, and Appreciation -- References -- 2 The Story Before the Story: The Pathway to Knowledge Communities and the Portfolio Group -- The Seeds of the Portfolio Group -- Bridging the Gap Between Theory and Practice -- Researching Teacher Professional Knowledge Landscapes -- Bringing the Work to Houston | |
| 505 | 8 | |a Setting the Context for School Reform -- Conflict Creates a New Model -- Teacher Voices Emerge in the New Reform Model -- Beginning Our Portfolio Group Journey -- References -- 3 Evidencing School Reform Through School Portfolios (1998-2002) -- Context of Our School Reform Work -- The National Context -- The Houston Context -- The Portfolio Group Schools Context -- Coming Together as a Knowledge Community -- Formation of the School Portfolio Group -- Learning Together -- Forming a Group Identity -- Evidencing the School Reform Work -- Expanding School Voices -- Proving Versus Improving | |
| 505 | 8 | |a Navigating the Opportunities and Challenges -- Opportunities-Portfolios as Reflective Tools -- Opportunities-Presentations by the Portfolio Group -- Opportunities-Epiphany Lecture Series -- Challenges-Doing Polished Work -- Challenges-Breadth Vs Depth -- Challenges-Bulkiness of the Portfolios -- Challenges-Protecting School Communities -- Challenges-Negotiating Boundaries -- Challenges-Intellectual Property -- Concluding Thoughts -- References -- 4 Becoming and Sustaining Critical Friends (1998-Present) -- Historical Contexts of Critical Friends -- The National Context -- The Houston Context | |
| 505 | 8 | |a Learning to Be Critical Friends -- Evidence of Critical Friends Group® Work in Our Practice -- Exploring Our Critical Friends Group® Work -- Reflections on Our Critical Friends® Work -- Intersections and Interactions -- Extended Use of CFG® Repertoires -- Cultivating Reflective Practice and Critical Friendship -- Sustaining Critical Friendship -- References -- 5 Becoming Teacher Researchers (2004-2009) -- Negotiating a New Commonplace of Experience -- Ongoing Collaborative Work -- Supporting One Another's School-Based Teacher Research -- Turning Back to Action Research -- A Focus on Literacy | |
| 520 | |a This book traces the origins and activities of the longest-standing collaborative teacher group in education, the Portfolio Group. Each chapter documents, historically and conceptually, the main intellectual moments in the evolution of the idea of knowledge communities. Authors illuminate the expansive work, research, and the leading/learning influence that the Portfolio Group has had in the local education community as well as on the international education landscape. In doing so, they illustrate the journey of a school-based, cross-institutional knowledge community and provide the proverbial light at the end of the tunnel for so many novice and newly formed groups seeking sustainability. The book demonstrates through the shared experiences of five teachers/teacher educators the ways in which varied collaborations aimed at professional development lead to teacher growth in practice, leadership, and career. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Teachers |x Training of. |0 http://id.loc.gov/authorities/subjects/sh85132999 | |
| 650 | 0 | |a Teaching teams. |0 http://id.loc.gov/authorities/subjects/sh85133065 | |
| 650 | 0 | |a International education. |0 http://id.loc.gov/authorities/subjects/sh85067399 | |
| 650 | 7 | |a International education. |2 fast |0 (OCoLC)fst00976924 | |
| 650 | 7 | |a Teachers |x Training of. |2 fast |0 (OCoLC)fst01144404 | |
| 650 | 7 | |a Teaching teams. |2 fast |0 (OCoLC)fst01144645 | |
| 655 | 0 | |a Electronic books. | |
| 655 | 4 | |a Electronic books. | |
| 700 | 1 | |a Curtis, Gayle A., |e author. | |
| 700 | 1 | |a Kelley, Michaelann, |e author. | |
| 700 | 1 | |a Martindell, P. Tim, |e author. | |
| 700 | 1 | |a Pérez, M. Michael, |e author. | |
| 776 | 0 | 8 | |i Print version: |a Craig, Cheryl J. |t Knowledge communities in teacher education. |d Cham : Palgrave Macmillan, 2020 |z 9783030546700 |
| 830 | 0 | |a Palgrave studies on leadership and learning in teacher education. | |
| 903 | |a HeVa | ||
| 929 | |a oclccm | ||
| 999 | f | f | |i c32b8a97-1ae4-56b6-a943-b66305fc6512 |s edc861c7-d723-5518-918f-b806031e1089 |
| 928 | |t Library of Congress classification |a LB1707 .C73 2020eb |l Online |c UC-FullText |u https://link.springer.com/10.1007/978-3-030-54670-0 |z Springer Nature |g ebooks |i 12623321 | ||