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That there is a divide between research and practice is a common
lament across policy-oriented disciplines, and education is no
exception. Rhetoric abounds about the role research plays (or does
not play) in the improvement of schools and classrooms, and policy
makers push solutions that are rooted in assumptions about the way
that research should influence practice. Yet few people have
studied the relationship between research and practice empirically.
This book presents findings from a series of interlocking case
studies of nationally visible R&D projects, with a unique focus
on how researchers and practitioners actually worked together, and
the policy, social, and institutional processes that either enabled
or hindered their work. The book investigates the dynamics of
cross-institutional collaboration and the relationship between tool
design, teacher learning, and the implementation of research-based
approaches. It also explores conditions for learning in schools and
the role of evidence in district decision making. By investigating
the roles played by research and practice in these ten educational
improvement efforts, the book illuminates lessons for those who
seek to do this kind of work in the future. It concludes by
suggesting implications for designers, funders, school and district
leaders, and universities.
That there is a divide between research and practice is a common
lament across policy-oriented disciplines, and education is no
exception. Rhetoric abounds about the role research plays (or does
not play) in the improvement of schools and classrooms, and policy
makers push solutions that are rooted in assumptions about the way
that research should influence practice. Yet few people have
studied the relationship between research and practice empirically.
This book presents findings from a series of interlocking case
studies of nationally visible R&D projects, with a unique focus
on how researchers and practitioners actually worked together, and
the policy, social, and institutional processes that either enabled
or hindered their work. The book investigates the dynamics of
cross-institutional collaboration and the relationship between tool
design, teacher learning, and the implementation of research-based
approaches. It also explores conditions for learning in schools and
the role of evidence in district decision making. By investigating
the roles played by research and practice in these ten educational
improvement efforts, the book illuminates lessons for those who
seek to do this kind of work in the future. It concludes by
suggesting implications for designers, funders, school and district
leaders, and universities.
Building on both cutting-edge research and professional learning
practice, Amanda Datnow and Vicki Park explore how professional
collaboration can support deeper learning for students and teachers
alike. While many schools and systems support teacher
collaboration, they often fall short of their intended goals of
improving teaching and learning. This book provides concrete
guidance for creating the conditions for collaboration in which
teachers are moved toward-rather than repelled-by joint work. The
authors explore how collaborative settings can provide a space for
working through the inevitable challenges that accompany the
changing nature of teaching in the age of accountability and show
the motivation, inspiration, and energy that teachers
personally--and collectively--gain from collaborating to improve
student learning. Ultimately, they show how teacher empowerment
towards working together builds equitable and excellent learning
environments.
Building on both cutting-edge research and professional learning
practice, Amanda Datnow and Vicki Park explore how professional
collaboration can support deeper learning for students and teachers
alike. While many schools and systems support teacher
collaboration, they often fall short of their intended goals of
improving teaching and learning. This book provides concrete
guidance for creating the conditions for collaboration in which
teachers are moved toward-rather than repelled-by joint work. The
authors explore how collaborative settings can provide a space for
working through the inevitable challenges that accompany the
changing nature of teaching in the age of accountability and show
the motivation, inspiration, and energy that teachers
personally--and collectively--gain from collaborating to improve
student learning. Ultimately, they show how teacher empowerment
towards working together builds equitable and excellent learning
environments.
"This book chronicles my wife, Vicki, and I's journey through
life and the kingdom. It incorporates many truths that God has
revealed to us along the way."
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