Perspectives on Supported Collaborative Teacher Inquiry  book cover
1st Edition

Perspectives on Supported Collaborative Teacher Inquiry

ISBN 9780415650830
Published July 27, 2012 by Routledge
208 Pages 5 B/W Illustrations

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Book Description

Supported collaborative teacher inquiry (SCTI) describes the process of professional development in which teacher teams build collaborative structures for the purpose of inquiring into aspects of their own instructional practice. Professional development performed collaboratively and grounded in "the work teachers do" is a highly effective forum for challenging existing beliefs about content, learners, and teaching and using data and research to reflect on, and possibly change, instructional practice. The contributors to this volume describe supported collaborative inquiry as a framework for teacher professional development and provide specific empirical evidence found in examples of SCTI. The chapters focus on the building of collaborative support structures, nurturing an inquiry stance, progressing through an inquiry process, and the various kinds of support mechanisms necessary to engage in SCTI. This seminal work in teacher research will be of interest to scholars, students, teachers, and administrators seeking insight into teacher education, teacher leadership, and teacher inquiry.

Table of Contents

Preface  1. Supported Collaborative Teacher Inquiry  David Slavit and Tamara Holmlund Nelson  2. Developing Teachers’ Stances of Inquiry: Studying Teachers’ Evolving Perspectives (STEP)  Lisa Clement Lamb, Randolph A. Philipp, Victoria R. Jacobs and Bonnie P. Schappelle  3. Mathematics Curriculum Implementation via Collaborative Inquiry: Focusing on Facilitating Mathematics Classroom Discourse  Amy Roth McDuffie  4. The Influence of Standards and High Stakes Test-Related Documents on Teachers’ Collaborative Inquiry  Tamara Holmlund Nelson, Anne Kennedy, Angie Deuel and David Slavit  5. Dialogue as Support in Teacher Collaborative Inquiry  Elizabeth Bondy and Pamela Williamson  6. New Teachers’ Collaborative Inquiry in Rural Schools: Challenges and Opportunities  Kerri J. Wenger and Jan Renee Dinsmore  7. Resource Networks for Collaborative Teacher Inquiry  David Slavit, Wendi Laurence, Anne Kennedy and Tamara Holmlund Nelson  8. Supporting Collaborative Teacher Inquiry  Anne Kennedy, David Slavit and Tamara Holmlund Nelson.

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Anne Kennedy is the founding director of the Science and Mathematics Education Resource Center (SMERC), a partnership of Educational Service District 112, Washington State University Vancouver, and 30 southwest Washington School Districts.

Tamara Holmlund Nelson is an associate professor in science education at Washington State University Vancouver.

David Slavit is professor of mathematics education and former director of the Masters in Teaching Program at Washington State University Vancouver.