Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-based Inquiry Teams
Abstract/Contents
- Abstract
- A five-year prospective, quasi-experimental investigation demonstrated that grade-level teams in nine 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.
Description
| Type of resource | text |
|---|---|
| Date created | May 2009 |
Creators/Contributors
| Author | Gallimore, Ronald | |
|---|---|---|
| Author | Ermeling, Bradley A. | |
| Author | Saunders, William M. | |
| Author | Goldenberg, Claude | |
| Publisher | University of Chicago Press | |
| Sponsor | The Spencer Foundation | |
| Sponsor | Office of Educational Research and Improvement | |
| Sponsor | Center for Culture and Health (UCLA) | |
| Sponsor | LessonLab Research Institute |
Subjects
| Subject | teacher education |
|---|---|
| Genre | Article |
Bibliographic information
| Related Publication | Gallimore, R., Ermeling, B.A., Saunders, W.M., & Goldenberg, C. (May, 2009, in press). Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-based Inquiry Teams. Elementary School Journal (special issue) |
|---|---|
| Location | https://purl.stanford.edu/dt570zp9020 |
Access conditions
- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Collection
Graduate School of Education Open Archive
View other items in this collection in SearchWorksContact information
- Contact
- openarchive@gse.stanford.edu
Also listed in
Loading usage metrics...