A Discipline-Based Professional Development Faculty: A Case for Multiple-Site Collaborative Reform in the Disciplines

Describes a partnership among English-education faculty members and secondary English teachers, arguing that a multisite, discipline-based professional-development faculty provides an alternative for secondary-level Professional Development School principles-in-action. The paper discusses reform, de...

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Veröffentlicht in:	Journal of teacher education 1998-09, Vol.49 (4), p.266-275
1. Verfasser:	Hudson-Ross, Sally
Format:	Artikel
Sprache:	eng
Schlagworte:	College Faculty College School Cooperation Degree Requirements Education Educational Change English Faculty Development High Schools Higher Education Inservice Teacher Education Preservice Teacher Education Preservice Teachers Professional Development Schools Schools Secondary Education Secondary School Teachers Teacher centers Teacher Certification Teacher Collaboration Teacher education Teacher Educators Teacher Improvement Teacher Role Teachers Teaching Training University of Georgia
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Zusammenfassung:	Describes a partnership among English-education faculty members and secondary English teachers, arguing that a multisite, discipline-based professional-development faculty provides an alternative for secondary-level Professional Development School principles-in-action. The paper discusses reform, departmentalization of high school and college programs, and changing goals and concomitant roles for participants to build a network for ongoing collaborative inquiry. (SM)
ISSN:	0022-4871 1552-7816
DOI:	10.1177/0022487198049004004