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001 978-1-4020-8788-2
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008 100301s2008 ne | s |||| 0|eng d
020 _a9781402087882
_9978-1-4020-8788-2
024 7 _a10.1007/978-1-4020-8788-2
_2doi
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aEDU024000
_2bisacsh
082 0 4 _a370.711
_223
245 1 0 _aLearning Communities In Practice
_h[electronic resource] /
_cedited by Anastasia P. Samaras, Anne R. Freese, Clare Kosnik, Clive Beck.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2008.
300 _aXIX, 251 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aExplorations of Educational Purpose ;
_v4
505 0 _aLearning Communities in School Settings -- The Project for Enhancing Effective Learning (PEEL): 22 Years of Praxis -- DICEP: Promoting Collaborative Inquiry in Diverse Educational Settings -- Pre-Service Teachers and Sixth Graders Explore Social Justice as a Community of Inquiry -- Lights, Camera, Action! Using Slowmation as a Common Teaching Approach to Promote a School Learning Community -- Growing Our Own: A Learning Community Partnership between a University and a Public Middle School -- A Whole-School Approach to Urban Educational Renewal: Community, Collaboration, and Leadership -- Learning Communities in University Settings -- Fellow Travelers: New Teachers and Their Graduate School Faculty Take a Journey to the Land of Peer Discussion Groups -- Establishing a Learning Community as a Site to Explore Our Multicultural Selves -- Dissertation Support Groups: Building a Community of Practice Using Noddings' Ethic of Care -- Collective Creativity: A Learning Community of Self-Study Scholars -- Learning Communities in Professional Networks -- A Learning Community for Teacher Induction -- Creating an International Learning Community for Teacher Education Scholars -- Role of Teacher Research Communities and Cross-Culture Collaboration in the Context of Curriculum Reform in China -- Creating Stages for Development: A Learning Community with Many Tasks and No Goal -- Supervisors of Teacher Interns: Building a Learning Community Through Inquiry-Based Practices -- Funny, This Does Not Look Like a Community: Working Collaboratively Across Borders and Institutions.
520 _aMost would agree that a learning community of practice cultivates social and intellectual development in educational settings but what are the other benefits and what does a learning community actually look like in practice? This book explores such questions as: "Are learning communities essential in education?" "How are they designed and developed?" "What difference do they make in learning?" The book contains contributions of educators who share their research and practice in designing and implementing learning communities in school, university, and professional network settings. It presents their experiences, and the "how to" of these educators who are passionate about building and sustaining learning communities to make a real difference for students, teachers, faculty, and communities. Combining scholarly and practitioner research, the book offers practical information to teachers, school and university administrators, teacher educators, and community educators. "This is an extraordinary collection of theoretically sound and practical ideas for teachers and teacher educators. The authors present fascinating accounts of down-to-earth practices tested in experience. Priceless!" Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University "This book provides a wealth of information on how learning communities function in practice and, more importantly, how they are sustained over time. The chapter authors document a wide array of international programs located in different institutional settings, including cross-institutional and cross-national programs. I recommend this book for both university-based and school or district-based educators who are serious about improving instruction based on locally available data." Renée T. Clift, Professor, University of Illinois at Urbana-Champaign "As the title announces, this wide-ranging collection of chapters shows learning communities actually at work, as their members– in schools, universities, and professional networks – describe what got them started and what keeps them going, despite the wider educational community’s general lack of support. Common to all chapters is a strong awareness of the benefits of learning communities not only for the teachers and researchers who share, critique and improve their own professional activities, but also for the students they teach; indeed, in several cases, the authors’ classrooms also metamorphosed into powerful communities of student coresearchers. Thus, for those who have been involved in a learning community such as those described here, the answer to the question the editors pose, "Are learning communities essential in education?" the answer is an unequivocal "Yes." Hopefully, this book will enable others to see why this is so; it will certainly provide guidance for those who decide to embark on the kinds of journey that are so eloquently and persuasively presented in all the different sections of this book. " Gordon Wells, Professor of Education, University of California, Santa Cruz.
650 0 _aEducation.
650 0 _aTeaching.
650 1 4 _aEducation.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aLearning & Instruction.
700 1 _aSamaras, Anastasia P.
_eeditor.
700 1 _aFreese, Anne R.
_eeditor.
700 1 _aKosnik, Clare.
_eeditor.
700 1 _aBeck, Clive.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402087875
830 0 _aExplorations of Educational Purpose ;
_v4
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4020-8788-2
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c504696
_d504696