Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i16HJbI28041; Fri, 6 Feb 2004 12:19:37 -0500 (EST) Date: Fri, 6 Feb 2004 12:19:37 -0500 (EST) Message-Id: <48.27870372.2d55256d@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: MWPotts2001@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2675] Teacher collaboration X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: 9.0 for Windows sub 5001 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 1545 Lines: 34 Colleagues, Some of you remember that the EFF Management Team not only suggested, but insisted that teachers who agreed to participate in the early EFF field research work in teams. Many of those teachers reported that they might not have made it through the difficult research and development phases if they had not received the support of a "learning community." The following, from the PEN Weekly Newsblast for Friday, 2/6/04 points to the critical nature of teacher collaboration. All the Best, Meta Potts, Moderator 4 EFF List THE TROUBLE WITH TEACHER COLLABORATION A growing body of research points to the critical importance of teacher collaboration if schools hope to achieve and sustain improvements in student performance. But institutionalizing collaborative working environments requires teachers to function as teams and abandon their traditional norms of isolationism and individualism. This interpretative study, published in the on-line research journal "Current Issues in Education," involved teachers in 45 North Louisiana schools. It suggests that while some schools and school districts are characterized by elements of the "learning community," others remain "largely mired in customary practices that are counterproductive to realizing the newer collaborative standards." Participating teachers report that, despite the rhetoric, major impediments to joint professional work remain and they make suggestions for better meeting the continuing collaborative challenge. http://cie.ed.asu.edu/volume6/number15/
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