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Teachers in Professional Communities


reviewed by Tamara Holmlund Nelson — February 09, 2009

coverTitle: Teachers in Professional Communities
Author(s): Ann Lieberman and Lynne Miller (Eds.)
Publisher: Teachers College Press, New York
ISBN: 0807748897, Pages: 120, Year: 2008
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Those interested in teacher learning have recognized for some time that professional learning experiences disconnected from the specific contexts in which teachers work do little to impact classroom practices and student learning. More often than not, these isolated workshops, institutes, and courses leave teachers with a binder full of ideas that might add to existing practices, but seldom transform teaching. In Teachers in Professional Communities, Lieberman and Miller examine a method that is perceived by many as holding great promise for supporting “collaborative cultures where teachers are able to develop new capacities and new competencies within a community of peers” (p. 39). As Fullan, Hill, and Crevola (2006) assert, “Professional learning communities at the school level are crucial in establishing cultures in which teachers learn from each other and school leaders and teachers collaborate for continuous improvement” (p. 88). Lieberman and Miller use diverse examples of professional learning communities to... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: February 09, 2009
http://www.tcrecord.org ID Number: 15566, Date Accessed: 12/17/2017 10:35:06 AM

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About the Author
  • Tamara Nelson
    Washington State University Vancouver
    E-mail Author
    TAMARA HOLMLUND NELSON is an associate professor in science education at Washington State University Vancouver. Her current research focuses on secondary science and mathematics teachers’ collaborative inquiry in professional learning communities. Some findings from this research can be found in: Teachers’ collaborative inquiry and professional growth: Should we be optimistic? Science Education, (in press, 2009) and Perspectives on Supported Collaborative Teacher Inquiry, co-edited by Slavit, Nelson, and Kennedy, Routledge, 2009.
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