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Big Idea #2: A Culture of Collaboration

Twelve Shells: Learning by leading cross-disciplinary faculty self-study of professional practice Reflective Practice, 14 4 , Self-study of a professional organization in pursuit of a shared enterprise. Studying Teacher Education, 8 3 , Professional Development in Education, 39 1 , Tobery-Nystrom, J.

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Young, L. Pinnegar Eds. Extending inquiry communities: Illuminating teacher education through self-study. Lunenberg, M. Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic.

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Teaching and Teacher Education, 27, 5 , Flying solo: Teachers take charge of their learning through self-study research. Learning Forward, Journal of Staff Development, 32 5 , International Journal of Qualitative Studies in Education, 23 6 , Hsu, J. The influence of professional experiences on adjunct faculty teaching. Doctoral dissertation. George Mason University, VA. Defended, May, Alqassem, R. Early writing in Saudi Arabian kindergarten classrooms: The role of teacher preparation developing young writers.

Defended, July, Morrow Leong, K. Defended, July Choudhry, F. Choosing a road less traveled: Portrayals of Social Studies teachers integrating inquiry-based instruction. Reeves, E. The influence of neuroscience instruction on coach-self-efficacy and self-reported coaching behaviors. Defended, February, Christopher, E. Fleming, R. Hall, C. Defended October, Al-Kandil, D.

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Big Idea #2: A Culture of Collaboration

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The AP Calculus reading experience: Implications for teacher classroom practice and student comprehension. Kjaer, J. Preparing sports coaches for the 21 st century: A qualitative case study of a graduate sports coaching education program. Defended, January, DeGregory, C. Teachers' motivations to mentor: A qualitative exploration of mentoring relationships with first-year teachers Doctoral dissertation.

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Teacher Learning Communities

Exploring foreign language in the elementary school FLES. Defended April Jamieson, T. Defended December Mendoza, J. Second generation Palestinian American school experiences: Emerging and conflicting identities. George Mason University. Defended May La Croix, L. Analytic writing exchanges: A forum for encouraging preservice teachers to envision and enact writing practices for young children. Filiatreau, S. Tucker, M. Transitions and decisions: Academic advising behaviors of undergraduate transfer students.

Defended April, Azevedo, P. Preparing teachers for diversity: An analysis of accreditation standards. Gillmarten, C. Unpublished doctoral dissertation. Conferred, December, Nelson, D. Rasch analysis of a rating scale for gifted and talented identification Doctoral Dissertation. Retrieved from ProQuest Dissertations and Theses. A litigation trend analysis of case law outcomes pertaining to the educational rights of english learners: A civil rights issue. Order No. Karczmarczyk, D. A case-study of 1. Olsen, M. Sell, C.

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Teacher Retention: A phenomenological investigation into the lived experiences of three elementary teacher stayers. Wilder, A. Second servings and a la carte sales to elementary children in the National School Lunch Program and potential implications for childhood obesity. Infranco, J. A qualitative study of teacher practices and family perspectives on incorporating funds of knowledge in early literacy learning.

Johri, A. External dissertation committee member. Conferred, Anderson, L. Screaming through the silence: The role of social support in managing symptoms of postpartum depression. George Mason University, Virginia. Wilcox, D. Conferred, May, Foote, N. When laptops come to school: How digital immigrant teachers cope.

Buildup of speaking skills in an online learning community: a network-analytic exploration

Harrington, J. Ourselves to know: The role of reflective practice in the work of experienced second language learners. Pea, C. Lisle, K. The caring ethos in education: A study of the significance of caring teachers in creating possibilities for African American students. Education Administration and Policy. Gismondi, S. Skip top navigation. Contact Information Send email to Dr.

Teacher Learning and the New Professional Development, Community, Teacher Learning Communities

Samaras Phone: Fax: Email: asamaras gmu. Samaras, Professor of Education at George Mason University is interviewed by a doctoral student about her signature research in self-study of professional practice, Lahore, Pakistan, March 21 Samaras, A. November 3 Samaras, A. Other communities do not use formal conversation formats, but they do talk in distinctive ways about teaching and learning. In communities that support teacher learning, all talk does not contribute directly to the joint construction of knowledge about teaching and schooling. Rather, teachers also swap classroom stories, share specific ideas, seek one another's advice, and trade opinions about issues and problems in their schools and larger educational arenas.

In TLCs, this "small talk" has an important function—it helps to create and sustain the interpersonal relationships necessary for the larger project or purpose of the community.

Learning for the Future - Professional Learning Communities

In addition, many TLCs use a wide range of texts in their work together, not all of which are published or widely disseminated. These texts often include books and journal articles from the extensive theoretical and research literature in fields related to teaching and learning as well as subject matter literature, including history, fiction, drama, and scientific accounts. Some communities focus on teacher research, action research, and other forms of practitioner inquiry as the primary vehicle for teacher learning. In these TLCs, then, the texts also include teacher research and action research reports in the form of journals, essays, and studies as well as teachers' written records and accounts, transcriptions of classroom interactions, students' writing and other work, school forms and documents, demographic data, and curriculum guidelines and materials.

Teacher learning in communities is a fundamentally social and constructive activity that depends on the collective and cumulative power of the community to disseminate ideas, stimulate discussion, and widen the oral and written discourse about schools and schooling. Shared purpose. Finally, although the specific purposes of various TLCs can be quite different from one another, most TLCs are organized around a common purpose or goal. Almost always, a fundamental goal of TLCs is some kind of improvement or change in professional practice, school culture, community partnerships, or school routines and procedures, in order—ultimately—to enhance students' learning opportunities and increase their life chances.