PDF Ebook Inquiry: A Districtwide Approach to Staff and Student Learning, by Nancy Fichtman Dana, Carol M. Thomas, Sylvia S. Boynton
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Inquiry: A Districtwide Approach to Staff and Student Learning, by Nancy Fichtman Dana, Carol M. Thomas, Sylvia S. Boynton
PDF Ebook Inquiry: A Districtwide Approach to Staff and Student Learning, by Nancy Fichtman Dana, Carol M. Thomas, Sylvia S. Boynton
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Connect inquiry to improved teaching and learning across your district!
Now that federal and state initiatives require school districts to provide job-embedded professional development, the next step is making it happen. This book helps districts define, develop, and implement a systematic inquiry-based process with a laser-like focus on both adult and student learning. This book’s inquiry model challenges educators and students to:
- Define questions they are passionate about exploring
- Collect and analyze data to inform their questions
- Share what they have learned through the process with others
- Collaborate to build on their results and improve student achievement
- Sales Rank: #1101371 in Books
- Brand: Corwin
- Published on: 2011-09-07
- Original language: English
- Number of items: 1
- Dimensions: 9.90" h x .60" w x 6.90" l, .90 pounds
- Binding: Paperback
- 200 pages
- Define questions they are passionate about exploring
- Collect and analyze data to inform their questions
- Share what they have learned through the process with others
- Collaborate to build on their results and improve student achievementThe authors’ award-winning
- Title - Inquiry
Review
"This unique and original book is beautifully organized and takes us into the world of inquiry with all the pieces of the puzzle―principal, teachers, students, and coaches. Each of the four parts of the book has paired chapter: One outlining the frame of inquiry relative to the role in question; the other providing grounded example of practice as a given school year unfolds. The authors have provided a treasure trove of inquiry-based ideas connecting improved practice to student achievement. Their dozen lessons in the last chapter are keepsakes in their own right."
(Michael Fullan, Author and Professor Emeritus 2011-04-07)"This book provides essential support for all educators within every academic learning community. The authors eloquently define teacher inquiry and provide powerful instructional models and protocols that place students and their learning at the heart of what we do in education each and every day." (Jana Scott Lindsay, Educational Consultant 2011-04-26)
"This tidy little volume offers an ambitious lesson plan for educators who would craft in their schools a professional culture hospitable to both student and adult learning." (Roland S.Barth, Author and Founding Director 2011-04-27)
"The authors have provided a process of developing an inquiry learning culture for students, teachers, coaches, and principals. Writing from their own experiences, they provide specifics for planning, designing, and delivering powerful professional development." (Steve Barkley, Executive Vice President 2011-05-03)
"This book is a refreshing example of a way to actually raise student achievement by developing critical thinking skills, fostering creativity and encouraging reflective practice. I highly recommend this book to all who are interested in being a part of a school culture where all students and staff members are dedicated to achieving high levels of learning by continually improving their performance." (Michele Mattoon, Director of NSRF (National School Reform Faculty) 2011-05-16)
"The central precept of the book―establishing an inquiry culture for district-wide professional development that unifies the numerous piecemeal initiatives we face―really resonates for me. With inquiry as a 'golden thread' to tie together professional development, we can move from disjointed 'sit and get' sessions to true ongoing, job-embedded learning for adults, which will support coherent, meaningful learning for students." (Gail Ritchie, Instructional Coach 2011-05-31)
"This book made me question my role as a teacher-leader. I learned that I no longer need to sit by and wait patiently for the right professional development opportunity. I can create one and thereby enhance the effectiveness of my own pedagogy as well as influence the academic climate of my school." (Nina Eidson, Third-Grade teacher 2011-05-31)
"This book is unique because it addresses key stakeholders who inhabit the district and explains how to design systems and structures that support high quality professional development through inquiry-oriented communities." (Cathy Caro-Bruce, Educational Consultant 2011-05-31)
"Educators who wish to improve their own professional practice on a continual basis and who wish to support a districtwide inquiry approach that will improve student achievement and develop 21st-century thinkers should read this book." (Tiffany A. Perkins, Director of Federal Programs 2011-05-31)
"This book identifies key obstacles in building professional learning communities, and offers productive strategies for successfully negotiating those obstacles. It will become a well-used addition to any teacher’s professional library."
(Laura McDermott, Principal 2011-05-31)"This text is an excellent example of a systematic and systemic approach to professional development and learning across the professional life span. I can't wait to use this text in my courses with teachers and teacher candidates as well as in my work with districts and professional development." (Jennifer Snow, Associate Professor and Chair 2011-05-31)
About the Author
Nancy Fichtman Dana is currently Professor of Education in the School of Teaching and Learning at the University of Florida, Gainesville, and has been studying practitioner inquiry for the last twenty years. During this time, she has developed and taught classes on practitioner research for undergraduate, masters, and doctoral students, coached the practitioner research of numerous educators from various districts across the nation, as well as published nine books and over 50 book chapters and articles in professional journals focused on teacher and principal professional development and practitioner inquiry.
Carol Thomas is currently an Area Superintendent for Pinellas County Schools. To address the needs of the nation’s 22nd largest school, the district utilizes area superintendents to lead, support and develop the work of schools. Of the 37 diverse elementary schools that Thomas oversees, 27 made the NCLB’s “adequate yearly progress” standard in 2009. For the past three years the work of her region has been focused on a systematic approach to developing powerful instructional leaders. Using professional learning communities, principals and assistant principals studied and practiced the art of practitioner inquiry. As a result, school leaders have a clear understanding of the elements and power of an inquiry rich environment. Her vision and leadership supports an unwavering commitment to the practice of inquiry as the cornerstone for authentic, passionate teacher/educator professional development. Thomas began her career in education as a special education teacher in the Arlington, Virginia. Dr. Thomas has a Ph.D. in Curriculum and Instruction. Since that time she has dedicated 29 years to the Pinellas school community as teacher, Principal, Director of Professional Development, and Assistant Superintendent of Curriculum and Instruction.
Sylvia Boynton is a “professor in residence” in the University of Florida’s College of Education. In this role through the UF Lastinger Center for Learning, she works with teachers and administrators in a district-based, school improvement initiative in Pinellas County (St. Petersburg and Clearwater), Florida. She works intensively in 19 Title 1 elementary schools with a total of 75 educators who are earning graduate degrees in the Teacher Leadership for School Improvement (TLSI) program at UF. In addition, she collaborates with two associate superintendents to provide inquiry-focused professional development to elementary principals. Most recently she has begun working with a district/university team in an effort to infuse educator inquiry throughout all professional development. Dr. Boynton has a Ph.D. in anthropological linguistics and an M.A. in Latin American Studies. She has worked in Texas and Florida as an ESL teacher.
Most helpful customer reviews
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Inquiry into Inquiry
By farringtol
What a fantastic book! If you are not familiar with inquiry as a form of professional development, this book is for you! Teacher inquiry is a relevant, personal and reflective form of professional development that is meaningful and valuable for teachers, students and administrators.
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