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Teachers' quests for more data-based planning, problem solving, and decision making often stumble against limited capacities for engaging in thoughtful interactions, with groups typically lacking process tools, collaborative communication skills, and reflective habits. This article presents a t...

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Veröffentlicht in:The Journal of staff development 2000, Vol.21 (1), p.47
Hauptverfasser: Wellman, Bruce, Lipton, Laura
Format: Artikel
Sprache:eng
Schlagworte:
Communication Skills
Data Analysis
Elementary Secondary Education
Group Dynamics
Reflective Thinking
Research Utilization
Teacher Collaboration
Theory Practice Relationship
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Zusammenfassung:Teachers' quests for more data-based planning, problem solving, and decision making often stumble against limited capacities for engaging in thoughtful interactions, with groups typically lacking process tools, collaborative communication skills, and reflective habits. This article presents a three-phase model for guiding data-driven dialogue in an education system, offering a set of guiding principles. (SM)
ISSN:0276-928X