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We Modify Each Other's Lessons: The Role of Literacy Work Circles in Developing Professional Community

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Bibliographic Details
Title: We Modify Each Other's Lessons: The Role of Literacy Work Circles in Developing Professional Community
Language: English
Authors: Wardrip, Peter Samuelson, Gomez, Louis M., Gomez, Kimberley
Source: Teacher Development. 2015 19(4):445-460.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Middle Schools
Secondary Education
Junior High Schools
Grade 6
Intermediate Grades
Elementary Education
Descriptors: Communities of Practice, Literacy, Teacher Collaboration, Case Studies, Middle School Teachers, Grade 6, Content Area Reading, Quality Circles, Qualitative Research, Participant Observation
DOI: 10.1080/13664530.2015.1051186
ISSN: 1366-4530
Abstract: To address teacher isolation in schools, more reform leaders are finding hope in establishing professional communities as a way to promote continuous school improvement. This case study presents one approach for developing teacher professional community: a teacher work circle. Using the characteristics of professional community created by Kruse, Louis, and Bryk, this case study describes a sixth-grade, middle school, teacher work circle addressing the problem of students reading in the content areas. This case suggests that the work circle approach may productively support professional community among teachers focused on instruction. This paper discusses implications for professional development and further supporting a social infrastructure of teaching colleagues.
Abstractor: As Provided
Number of References: 71
Entry Date: 2015
Accession Number: EJ1081728
Database: ERIC
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Abstract:To address teacher isolation in schools, more reform leaders are finding hope in establishing professional communities as a way to promote continuous school improvement. This case study presents one approach for developing teacher professional community: a teacher work circle. Using the characteristics of professional community created by Kruse, Louis, and Bryk, this case study describes a sixth-grade, middle school, teacher work circle addressing the problem of students reading in the content areas. This case suggests that the work circle approach may productively support professional community among teachers focused on instruction. This paper discusses implications for professional development and further supporting a social infrastructure of teaching colleagues.
ISSN:1366-4530
DOI:10.1080/13664530.2015.1051186