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dc.contributor.authorWardrip, Peter
dc.contributor.authorRose, Ken
dc.date.accessioned2020-01-09T11:19:16Z
dc.date.accessioned2020-01-09T16:45:46Z-
dc.date.available2020-01-09T11:19:16Z
dc.date.available2020-01-09T16:45:46Z-
dc.date.issued2008-06
dc.identifier.citationWardrip, P. & Rose, K. (2008). The Role of Literacy Work Circles in Developing Professional Community. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 2 (pp. 454-458). Utrecht, The Netherlands: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2008.2.454
dc.identifier.urihttps://repository.isls.org//handle/1/3189-
dc.description.abstractTo address teacher isolation in schools, more reform leaders are finding hope in establishing professional communities as a way to promote continuous school improvement. At the same time, adolescent literacy has been identified as a crucial area to address in the middle and upper grades as part of the reform agenda. Using the characteristics of professional community created by Kruse, Louis & Bryk (1995), we describe the development of professional community of sixth grade middle school teachers implementing literacy strategies across their content areas through a work circle. This particular work suggests that the introduction of a long-term instructional topic, in this case literacy, may contribute to the development of professional community.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleThe Role of Literacy Work Circles in Developing Professional Communityen_US
dc.typePapersen_US
Appears in Collections:ICLS 2008

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