| Document Type
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BL
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| Record Number
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1028566
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| Doc. No
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b782936
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| Title & Author
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Teaching as inquiry : : asking hard questions to improve practice and student achievement /\ Alexandra Weinbaum [and others].
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| Publication Statement
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New York :: Teachers College Press ;Oxford, Ohio :: National Staff Development Council,, ©2004.
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| Series Statement
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The practitioner inquiry series
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| Page. NO
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xvii, 172 pages :: illustrations ;; 23 cm.
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| ISBN
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0807744573
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: 0807744581
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: 9780807744574
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: 9780807744581
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| Bibliographies/Indexes
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Includes bibliographical references (pages 157-159) and index.
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| Contents
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Introduction : turning classroom experience into teaching expertise -- Foundations for inquiry : reviewing the research -- Critical considerations for starting inquiry -- Beginning with one teacher : inquiry at ASCEND / Elizabeth Radin Simons -- A district initiates : inquiry at Maxson Middle School / Alexandra Weinbaum and Kari Nelsestuen -- Tracing a whole-school evolution : inquiry at the Harbor School / Tina Blythe -- Engaging equity and district mandates : inquiry at Melrose Elementary School / Tom Malarkey -- Milestones and discoveries : a cross-case commentary -- Toward a culture of inquiry : reflections and policy implications.
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| Abstract
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This book offers an engaging and effective approach to improving teacher and student learning. Based on the experiences of three leading educational organizations, the authors provide invaluable, research-based guidelines for incorporating inquiry into teacher's instructional practices and student work as part of the ongoing work of schools. In addition to discussing the lessons learned and questions raised by inquiry work, this volume includes specific considerations for determining who should be involved, what work should be under review, how it should be reviewed, and how such inquiry should be supported by the school. The book includes detailed case studies from urban elementary and secondary schools that illustrate how teachers and administrators have initiated and sustained processes of inquiry that contributed to changes in instruction, improved student outcomes, and their own professional learning. It provides benchmarks for teachers and administrators to gauge their progress in initiating and deepening inquiry in their own schools. - Publisher.
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| Subject
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Educational evaluation-- United States, Case studies.
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Group work in education-- United States, Case studies.
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Apprentissage coopératif.
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Cooperative learning-- United States, Case studies.
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| Subject
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Éducation.
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Educational evaluation.
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Évaluation pédagogique.
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Evaluation
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Group work in education.
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Travail de groupe.
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Unterricht
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Groepswerk.
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Onderwijsevaluatie.
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Onderwijsmethoden.
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États-Unis.
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United States.
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United States.
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USA.
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| Dewey Classification
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371.2/03
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| LC Classification
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LB2822.75.T42 2004
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| NLM classification
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5,3ssgn
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81.06bcl
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DP 1762rvk
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| Added Entry
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Weinbaum, Alexandra.
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