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Teachers Learning in Community
Realities and Possibilities
Teachers Learning in Community
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Betty Lou Whitford - Editor
Diane R. Wood - Editor
SUNY series, Restructuring and School Change
Price: $75.00 
Hardcover - 204 pages
Release Date: March 2010
ISBN10: 1-4384-3061-2
ISBN13: 978-1-4384-3061-4

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Price: $26.95 
Paperback - 204 pages
Release Date: March 2010
ISBN10: 1-4384-3060-4
ISBN13: 978-1-4384-3060-7

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Summary Read First Chapter image missing

Raises provocative questions about the efficacy, viability, and sustainability of professional learning communities.

This book raises provocative questions about the efficacy, viability, and sustainability of professional learning communities given the current political and structural realities of public schools. The culmination of six years of research in five states, it explores real-world efforts to establish learning communities as a strategy for professional development and school improvement. The contributors look at the realities of these communities in public schools, revealing power struggles, logistical dilemmas, cultural conflicts, and communication problems—all forces that threaten to dismantle the effectiveness of learning communities. And yet, through robust and powerful descriptions of particularly effective learning communities, the contributors hold out promise that they might indeed make a difference. Anyone persuaded that learning communities are the new “magic bullet” to fix schools needs to read this book, including teacher educators, educational leaders and practitioners, professional developers, and educational leadership faculty.

“A number of issues related to professional learning communities are likewise explored in this study; all shed light on the practice, problems, and possibilities for teachers’ learning communities.” — CHOICE

“This book both illuminates the work of professional learning communities and raises crucial questions about the ways this work is unfolding—and not unfolding—in schools across the nation.” — Nancy Fichtman Dana, author of Leading with Passion and Knowledge: The Principal as Action Researcher

Betty Lou Whitford is Professor of Education and Dean of the College of Education and Human Development at the University of Southern Maine, and the coeditor (with Ken Jones) of Accountability, Assessment, and Teacher Commitment: Lessons from Kentucky’s Reform Efforts, also published by SUNY Press. Diane. R. Wood is Associate Professor of Initiatives in Educational Transformation at George Mason’s College of Education and Human Development, and the coauthor (with Ann Lieberman) of Inside the National Writing Project: Connecting Network Learning and Classroom Teaching.


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Table of Contents

Acknowledgments

Introduction
Betty Lou Whitford and Diane R. Wood

1. Professional Learning Communities for Collaborative Teacher Development
Betty Lou Whitford and Diane R. Wood

2. Creating Learning Communities: The Lucent Peer Collaboration Initiative
Betty Lou Whitford and Debra R. Smith

3. Learning Communities: Catalyst for Change or a New Infrastructure for the Status Quo?
Diane R. Wood

4. Learning Communities in an Era of High-Stakes Accountability
Diane Yendol-Hoppey

5. Context and Collaboration: Growing the Work in New Jersey
Debra R. Smith, Dick Corbett, and Bruce L. Wilson

6. Deepening the Work: Promise and Perils of Collaborative Inquiry
Diane R. Wood

7. What’s to Not Like about Professional Learning Communities?
Ken Jones

8. A Look to the Future
Diane R. Wood and Betty Lou Whitford

About the Authors
Index


Related Subjects
49638/49639(JFB/DG/MC)

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