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Collaborative voices: one university-school model.
Abstract
In a shift from traditional professional development, a university professor and principal propose a new model to create relevant, dialogue-driven collaboration among K-6 educators and the university. The primary result of this collaboration was increased dialogue among teachers at the school site around writing instruction. This ongoing professional development model impacted teacher practice and student learning in one elementary school.
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In the last decade, teachers have been asked to change the way they perceive their roles, teach curriculum, and assume responsibilities as teachers. Many professional development ...
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