Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams

A 5‐year prospective, quasi‐experimental investigation demonstrated that grade‐level teams in 9 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 perfor...

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Veröffentlicht in:	The Elementary school journal 2009-05, Vol.109 (5), p.537-553
Hauptverfasser:	Gallimore, Ronald, Ermeling, Bradley A., Saunders, William M., Goldenberg, Claude
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Academic learning Educational Change Educational Improvement Evidence Heuristics Inservice Teacher Education Instructional Development Investigations Learning Mathematical problems Pedagogy Quasiexperimental Design School principals Student Needs Teacher education Teachers Teaching methods Teaching Skills Writing instruction
Online-Zugang:	Volltext
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