Teacher Learning in Small-Group Settings: Teacher Education Yearbook XVII

by Cheryl J. Craig Houston Endowment Endowed, Louise F. Deretchin, Mary Kooy, Lily Orland-Barak, Ellen Ballock

Overview

The international collection of essays contained in this volume offer a comprehensive look at how small groups are being employed in the field of education today and the purposes for which they are being used. Where teaching is concerned, readers of this volume come to know how teachers experience professional development in book clubs, Critical Friends Groups, and teacher research groups and how action research has been used by teachers in a particular curriculum reform project. Where teacher education is concerned, readers are afforded an insider view of what is happening in various cohorts and other small group configurations throughout the nation and the world, particularly with respect to diversity. Finally, readers catch a glimpse of what is occurring in higher education and how professors learn to be teacher educators, contributing members of the academy, and collaborative colleagues in their efforts to support and enhance student learning along the educational continuum.

Product Details

ISBN-13:	9781607090021
Publisher:	R&L Education
Publication date:	01/16/2009
Series:	Teacher Education Yearbook (Paperback) , #17
Edition description:	New Edition
Pages:	384
Product dimensions:	5.90(w) x 8.90(h) x 1.00(d)

About the Author

Cheryl J. Craig is a Professor in the College of Education, University of Houston, where she is the Coordinator of the Teaching and Teacher Education Program Area and Director of Elementary Education. Her research, centered on what teachers come to know in context, appears in the field's most esteemed journals and handbooks. Louise Deretchin is the former Director of Higher Education for The Houston A+ Challenge and former Director of the Medical Informatics Education Center at Baylor College of Medicine. She is founding member of the Texas Higher Education Coordinating Board Houston P-16+ Council and is currently an education consultant.

Table of Contents

Chapter 1 Foreword
Chapter 2 Introduction
Part 3 Teaching
Chapter 4 Overview and Framework
Chapter 5 Collaborations and Conversations in Communities of Learning: Professional Development that Matters
Chapter 6 Constructing Practice through Conversation in Professional Learning Groups: Variations on a Theme
Chapter 7 What Makes Some Learning Communities So Effective? And How Can I Support My Own?
Chapter 8 Commingling Action Research and Professional Learning Communities: An Illustratio of Key Components
Chapter 9 Posing Questions: Teacher Research Groups in Search of Answers
Chapter 10 Creating Learning Communities: An Interrogation of a Sustainable Professional Development Model
Chapter 11 Summary and Implications
Part 12 Teacher Education
Chapter 13 Overview and Framework
Chapter 14 Cohort Learning and Complexity Thinking: The Case of the CITE Teacher Education Programme
Chapter 15 Seminars as Small Group Learning Sites in Teacher Preparation
Chapter 16 Preservice Candidates "Looking at Student Work" in a Professional Development School Setting
Chapter 17 Tracing Learning in Collaborative Reflection Meetings of Student Teachers
Chapter 18 Cracks in the Mirror: Discovering Teacher Candidates' Strategies for Resisting Reflection
Chapter 19 Exploring Significance and Benefits of Group Learning for Developing Cultural Competence with Teacher Candidates
Chapter 20 Beginning Teachers' Inquiry in Linguistically Diverse Classrooms: Exploring the Power of Small Learning Communities
Chapter 21 "It Could Take 40 Minutes, It Could Take 3 Days": Authentic Small Group Learning for Aboriginal Education
Chapter 22 Summary and Implications
Part 23 Higher Education
Chapter 24 Overview and Framework
Chapter 25 The Somehow of Teaching: Small Groups, Collaboration, and Self-Study of Teacher Education Practices
Chapter 26 The Research Issues Table: A Place of Possibilities for the Education of Teacher Educators
Chapter 27 Voices from a Reflective Space: Teacher Educators Reflect on Practice
Chapter 28 The Faculty Academy: A Place for Grounding and Growth
Chapter 29 Summary and Implications
Chapter 30 Afterword