Teacher education quarterly (Claremont, Calif.), 2014-07, Vol.41 (3), p.25-45
2014
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Details
- Autor(en) / Beteiligte
- Titel
- Deweyan Inquiry as a Means of Transforming the Culture of Family Involvement in a Title 1 Professional Development School
- Ist Teil von
- Teacher education quarterly (Claremont, Calif.), 2014-07, Vol.41 (3), p.25-45
- Ort / Verlag
- San Francisco: Caddo Gap Press
- Erscheinungsjahr
- 2014
- Quelle
- Alma/SFX Local Collection
- Beschreibungen/Notizen
- Deweyan Inquiry Model While PDSs provide a comprehensive approach to increasing student achievement, there is limited evidence of such increases (Cooper & Corbin, 2006; Grissom & Petrosko, 2005). [...]we contend that expecting a PDS to produce such results is unreasonable in the absence of a fully articulated process, linking the PDS structures and functions to more proximal causes of learning.\n Evaluative data on the results of this redesign and other changes in practice demonstrated the desired increases in all aspects of family involvement. [...]our results have made explicit the depth of critical inquiry necessary to produce real and sustainable change in a PDS.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0737-5328Titel-ID: cdi_proquest_journals_1721345529
- Format
- –
- Schlagworte
- Academic Achievement, Accreditation, Collaboration, Colleges & universities, Cultural groups, Educational Change, English teacher education, Families & family life, Learning, Parents, Principles, Professional development, Professional Development Schools, Schools, Students, Teacher education, Teacher Educators, Teachers, Teaching, Teaching Methods, Universities, University faculty