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Creating collaborative partnerships ...

Kennedy, Lynda.

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Creating collaborative partnerships to support teacher growth: Mapping the partnership process.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Creating collaborative partnerships to support teacher growth: Mapping the partnership process./
作者:	Kennedy, Lynda.
面頁冊數:	188 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2960.
Contained By:	Dissertation Abstracts International70-08A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3369087
ISBN:	9781109308884

Creating collaborative partnerships to support teacher growth: Mapping the partnership process.
Kennedy, Lynda.

Creating collaborative partnerships to support teacher growth: Mapping the partnership process. - 188 p.

Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 2960.

Thesis (Ph.D.)--City University of New York, 2009.

The urban setting has tremendous resources for the support of teaching and learning social studies and history but many teachers do not know how to make use of them. Collaborations centered on teacher professional development between cultural institutions such as museums, historical societies, historic houses, libraries, etc., universities and k-12 schools can create wider communities of practice that can support the professional growth of history and social studies teachers from their pre-service education throughout their careers.

ISBN: 9781109308884Subjects--Topical Terms:

783747
Education, Teacher Training.

Creating collaborative partnerships to support teacher growth: Mapping the partnership process.
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245 1 0 $a Creating collaborative partnerships to support teacher growth: Mapping the partnership process.
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520 $a The urban setting has tremendous resources for the support of teaching and learning social studies and history but many teachers do not know how to make use of them. Collaborations centered on teacher professional development between cultural institutions such as museums, historical societies, historic houses, libraries, etc., universities and k-12 schools can create wider communities of practice that can support the professional growth of history and social studies teachers from their pre-service education throughout their careers.
520 $a This qualitative case study -- grounded in the social/historical context of teacher education and a century of history/social studies pedagogy both in school and cultural settings -- examines the process of learning to collaborate as it was undertaken by a group of five institutions, each with its own distinct organizational culture. Organizational theory is used to develop a working definition of what it means to collaborate and highlight the elements that allowed the collaboration to be successful.
520 $a This study provides a road map for collaboration that can be used by all organizations dedicated to teaching and learning who would like to reach out across the boundaries of their institutions to work together toward the common goal of developing quality teachers and teaching in the urban setting.
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