
Learning Circles
Creating Conditions for Professional Development
SAGE Publications Inc (Publisher)
1st Edition
Published on 30. September 1998
Book
Hardback
168 pages
978-0-8039-6675-8 (ISBN)
Description
"A fine blend of analysis and highly practical advice. Useful for anyone interested in the professional development of teachers as a collaborative learning process."
Stephen Brookfield, Professor
University of St. Thomas, St. Paul, Minnesota
Encourage your teachers to form study groups to enrich their professional development programs.
This book shows how "Learning Circles"-small groups of learners who come together to support each other in learning-can make great improvements in the quality of teaching and learning in your school.
Based on six key conditions, teachers form Learning Circles by learning how to:
1. Build "community" with other learners
2. Construct knowledge through personal experience
3. Support other learners in their reflective practices
4. Document reflections on professional experiences
5. Assess growth expectations
6. Improve the culture in classrooms, schools, and communities
Help your teachers see how reflective practice can boost their effectiveness! They can make significant, positive differences in your school by improving how people relate to each other and sharing a vision for change.
Stephen Brookfield, Professor
University of St. Thomas, St. Paul, Minnesota
Encourage your teachers to form study groups to enrich their professional development programs.
This book shows how "Learning Circles"-small groups of learners who come together to support each other in learning-can make great improvements in the quality of teaching and learning in your school.
Based on six key conditions, teachers form Learning Circles by learning how to:
1. Build "community" with other learners
2. Construct knowledge through personal experience
3. Support other learners in their reflective practices
4. Document reflections on professional experiences
5. Assess growth expectations
6. Improve the culture in classrooms, schools, and communities
Help your teachers see how reflective practice can boost their effectiveness! They can make significant, positive differences in your school by improving how people relate to each other and sharing a vision for change.
Reviews / Votes
"A fine blend of analysis and highly practical advice. Useful for anyone interested in the professional development of teachers as a collaborative learning process." -- Stephen Brookfield"This book was written specifically for the professional development of teachers, and every staff developer and principal should buy one for themselves and all their teachers. This book is 'cutting-edge' and a must for all educators!" -- Carole Funk Ed.D.
More details
Language
English
Place of publication
Thousand Oaks
United States
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 157 mm
Thickness: 14 mm
Weight
403 gr
ISBN-13
978-0-8039-6675-8 (9780803966758)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions

Michelle Collay | Diane Dunlap | Walter Enloe
Learning Circles
Creating Conditions for Professional Development
Book
09/1998
1st Edition
SAGE Publications Inc
€37.80
Shipment within 15-20 days
Persons
Michelle Collay is a School Coach for the Bay Area Coalition for Equitable Schools (BayCES) in Oakland, California, a private non-profit organization supporting urban small school initiatives. She supports school leader development and coordinates classroom-based teacher inquiry for the purposes of improving student achievement. Previously, she worked as a faculty member and administrator in teacher preparation and graduate teacher education in public and private universities. Collay conducts seminars and workshops about professional learning communities, constructivist learning design, and portfolio development. Before completing doctoral studies in Curriculum and Instruction at the University of Oregon, she taught music and mathematics in elementary and junior high school and continues to play the bassoon in local ensembles. She and her husband, George Gagnon, write, teach, and parent together and are parent leaders in their children's neighborhood school in Oakland. George W. Gagnon, Jr. is the Director of K-12 Partnerships in the College of Engineering at the University of California, Berkeley. He works with teacher and parent partners to support students who would be the first generation in their family to be engineers or scientists. George uses Math Models he has designed to support students in developing a conceptual understanding of mathematics. George has studied learning for thirty years as a teacher, principal, and teacher educator. Now he applies his research on constructivist learning design, appropriate assessment, and learning communities to encourage educational equity in urban public schools. George and Michelle live in Oakland, California, and are actively involved with the neighborhood public schools their children attend.
Content
Foreword - Linda Lambert
Creating Conditions
Building Community
Constructing Knowledge
Supporting Learners
Documenting Reflection
Assessing Expectations
Changing Cultures
Re-creating Conditions
Creating Conditions
Building Community
Constructing Knowledge
Supporting Learners
Documenting Reflection
Assessing Expectations
Changing Cultures
Re-creating Conditions