Teaching as Inquiry: Asking Hard Questions to Improve Practice and Student Achievement
ISBN-13:
9780807744574
ISBN-10:
0807744573
Edition:
illustrated edition
Author:
David Allen, Tina Blythe, Alexandra Weinbaum
Publication date:
2004
Publisher:
Teachers College Press
Format:
Paperback
192 pages
Category:
Education Theory
,
Instruction Methods
,
Schools & Teaching
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Book details
ISBN-13:
9780807744574
ISBN-10:
0807744573
Edition:
illustrated edition
Author:
David Allen, Tina Blythe, Alexandra Weinbaum
Publication date:
2004
Publisher:
Teachers College Press
Format:
Paperback
192 pages
Category:
Education Theory
,
Instruction Methods
,
Schools & Teaching
Summary
Teaching as Inquiry: Asking Hard Questions to Improve Practice and Student Achievement (ISBN-13: 9780807744574 and ISBN-10: 0807744573), written by authors
David Allen, Tina Blythe, Alexandra Weinbaum, was published by Teachers College Press in 2004.
With an overall rating of 3.6 stars, it's a notable title among other
Education Theory
(Instruction Methods, Schools & Teaching) books. You can easily purchase or rent Teaching as Inquiry: Asking Hard Questions to Improve Practice and Student Achievement (Paperback) from BooksRun,
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Education Theory
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Description
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.
- 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.
- Benchmarks for teachers and administrators to gauge their progress in initiating and deepening inquiry in their own schools.
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