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Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability
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Schnellert, Leyton M.; Butler, Deborah L.; Higginson, Stephanie K. – Teaching and Teacher Education: An International Journal of Research and Studies, 2008
This research examines how engaging teachers in collaboratively constructing situated assessments enhances teacher professional development, fosters meaningful shifts to practice, and supports productive conceptions of accountability. We conducted case studies of six teachers engaged as partners in investigating new approaches to assessing and…
Descriptors: Educational Change, Accountability, Professional Development, Teaching Methods
Bridging the Research-to-Practice Divide: Improving Outcomes for Students
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Butler, Deborah L.; Schnellert, Leyton – Education Canada, 2008
An ever increasing body of research explores how teaching practice can foster more positive outcomes for students. Yet, despite countless professional development initiatives intended to help teachers develop research-based practices associated with student learning, for the most part research and practice remain disconnected. What gets in the way…
Descriptors: Urban Schools, Educational Research, Foreign Countries, Teachers
Collaboration and Self-Regulation in Teachers' Professional Development
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Butler, Deborah L.; Lauscher, Helen Novak; Jarvis-Selinger, Sandra; Beckingham, Beverly – Teaching & Teacher Education: An International Journal of Research and Studies, 2004
This paper describes a professional development model with promise for supporting meaningful shifts in practice. We begin by introducing the theoretical principles underlying our professional development model, with a focus on explicating the interface between collaborative inquiry in a learning community (Lave, 1991, In L.B. Resnick, J.M. Levine,…
Descriptors: Professional Development, Teacher Collaboration, Learning Processes, Teaching Methods