TY - JOUR
T1 - Teacher as Researcher, Teacher as Scholar, and Teacher as Leader
AU - Ryan, Michael
AU - Taylor, Monica
AU - Barone, Amanda
AU - Della Pesca, Leslie
AU - Durgana, Sona
AU - Ostrowski, Kelly
AU - Piccirillo, Tonianne
AU - Pikaard, Kelly
N1 - Publisher Copyright:
© 2017, © 2017 CCNY and ATE.
PY - 2017/4/3
Y1 - 2017/4/3
N2 - Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders.
AB - Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders.
UR - http://www.scopus.com/inward/record.url?scp=85057161513&partnerID=8YFLogxK
U2 - 10.1080/1547688X.2016.1144120
DO - 10.1080/1547688X.2016.1144120
M3 - Article
AN - SCOPUS:85057161513
SN - 1549-9243
VL - 13
SP - 102
EP - 116
JO - New Educator
JF - New Educator
IS - 2
ER -