School-based professional community is a concept that portrays
teachers as working together towards a set of shared goals of
improved professionalism for themselves and increased learning
opportunities for students. Attempts to put this into practice in
urban schools in the United States have met with varying degrees of
success. Using case studies, the contributors to this book examine
the reasons for this inconsistency, focusing on the structural,
social and human relations conditions of schooling.
General
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