Changing practice through collaborative study groups
Subtitle: teachers' impressions of an urban board intervention program.
Published: 2004
Language: eng
Number of pages: 88
Subjects: Teachers -- Training of -- Ontario -- Toronto.; Teachers -- Ontario -- Toronto -- Attitudes.; Educational change -- Ontario.
Description: Education has seen a shift from traditional forms of professional development focusing on teachers as individuals to alternative approaches focusing on teachers as a collective. Such programs are job-embedded and collaborative, and may be more effective in changing teacher practice than traditional programs as they foster on-going cooperation, dialogue, mentoring, coaching, reflection, and learning.This thesis explores teacher impressions of the Middle Years Adolescent Literacy Project, an initiative that takes a collective approach to professional development. At its core is the creation and sustenance of collaborative study groups.
Notes: Adviser: Shelley Peterson.

Thesis (M.A.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Masters Abstracts International, Volume: 42-06, page: 1936.

MICR copy on microfiche (1 microfiche).