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How the Structure and Focus of Teachers' Collaborative Activities Facilitate and Constrain Teacher Learning
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Levine, Thomas H.; Marcus, Alan S. – Teaching and Teacher Education: An International Journal of Research and Studies, 2010
What kinds of teacher collaboration are most likely to improve what teachers--and, ultimately, students--learn during their time in school? This study looks within and across different collaborative activities that occurred among one teacher team. Observational data analyzed through a sociocultural theoretical framework suggest how the structure…
Descriptors: Teacher Collaboration, Instructional Improvement, Professional Development, Teaching Methods