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This article explores the development of a professional learning community through a case study of three teachers – an ESOL specialist, a literacy specialist, and a fifth-grade teacher – who engaged in co-teaching and collaboration. The emerging community of practice offered these teachers a space to learn and problem-solve by utilizing their specialized disciplinary knowledge of students and expanding the application of reading strategies during language arts. Concurrently, opportunities for revising curriculum and instruction remained unrealized, as teachers struggled to negotiate roles and responsibilities within the top-down administratively initiated collaboration that required redefining their professional community. Implications and recommendations are discussed. 相似文献
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The term community is widely and often uncritically used to characterize groupings of people who meet in electronic forums (e-forums). The research reported here shows how the casual use of the term community to characterize these groups can actually undermine their transformation into forms of social organization that are justifiably characterized as communities. This article examines how transforming a group into a community is a major accomplishment that requires special processes and practices. Primary data come from a particular project, the Inquiry Learning Forum (ILF), that aimed to develop "communities of practice" (CoPs) among high school science and mathematics teachers through an elaborate dedicated web site. We examine participants' behaviors in some of the differently structured forums within the ILF web site. While the project's developers expected CoPs to develop autonomously, there was no evidence of CoP formation in open public online forums. The article contrasts two approaches to building online communities that differ sharply: "IT-led community development" and "IT-supported community development." The experience of the ILF project shows that IT-led strategies community development strategies are much more difficult to make workable than are the "IT-supported" strategies. 相似文献