The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams
Abstract
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 inquiry‐focused protocol, and have stable settings in which to engage in continuous improvement.
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Citations
Cites
What Makes Professional Development Effective? Results From a National Sample of Teachers
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001) · American Educational Research Journal · doi:10.3102/00028312038004915 · Cited by 5,047
The New Meaning of Educational Change
Fullan, M. (2001) · doi:10.4324/9780203986561 · Cited by 4,373
Relationships of Knowledge and Practice: Teacher Learning in Communities
Cochran-Smith, M., & Lytle, S. L. (1999) · Review of Research in Education · doi:10.2307/1167272 · Cited by 2,288
Back to the Future: Directions for Research in Teaching and Teacher Education
Grossman, P., & McDonald, M. (2008) · American Educational Research Journal · doi:10.3102/0002831207312906 · Cited by 1,164 · cited 7×
“Stable settings, job-alike teams, peer facilitators, and protocols create “intensive, focused opportunities to experiment with aspects of practice” (Grossman & McDonald, 2008, pp. 189–190) that move the learning of teaching closer to practice.”
BackgroundMethodInfluentialThe Teacher Research Movement: A Decade Later
Cochran-Smith, M., & Lytle, S. L. (1999) · Educational Researcher · doi:10.3102/0013189x028007015 · Cited by 1,139 · cited 3×
“adaptations of Japanese lesson study (Lewis, Perry, & Murata, 2006), cognitively-guided instruction or CGI (Kazemi & Franke, 2004), and teacher-as-researcher ( Cochran-Smith & Lytle, 1999 ), among others.”
BackgroundResearch on Teachers' Pedagogical Thoughts, Judgments, Decisions, and Behavior
Shavelson, R. J., & Stern, P. (1981) · Review of Educational Research · doi:10.3102/00346543051004455 · Cited by 1,113
Cited by
Research on Data Use: A Framework and Analysis
Coburn, C. E., & Turner, E. O. (2011) · Measurement: Interdisciplinary Research and Perspectives · doi:10.1080/15366367.2011.626729 · Cited by 365
Interventions Promoting Educators’ Use of Data: Research Insights and Gaps
Marsh, J. A. (2012) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146811211401106 · Cited by 328
Saunders, W. M., Goldenberg, C. N., & Gallimore, R. (2009) · American Educational Research Journal · doi:10.3102/0002831209333185 · Cited by 293
Self-citationMarsh, J. A., & Farrell, C. C. (2015) · Educational Management Administration & Leadership · doi:10.1177/1741143214537229 · Cited by 233
Cosner, S. (2011) · Educational Management Administration & Leadership · doi:10.1177/1741143211408453 · Cited by 114
Metadata
- Authors
- Gallimore, R., Ermeling, B., Saunders, W., & Goldenberg, C.
- Venue
- The Elementary School Journal
- Publisher
- University of Chicago Press
- Published
- 2009-05
- Volume
- 109
- Issue
- 5
- Pages
- 537-553
- ISSN
- 0013-5984 (ISSN-L)
- 1554-8279
- OpenAlex
- W2100463999
- Cited by
- 254
- References
- 6
- FWCI
- 85.91
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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