Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Executive Summary

Teachers' Learning Communities: Catalyst for Change or a New Infrastructure for the Status Quo?


by Diane Wood - 2007


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Teachers' Learning Communities: Catalyst for Change or a New Infrastructure for the Status Quo?
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 109 Number 3, 2007, p. 699-739
https://www.tcrecord.org ID Number: 12829, Date Accessed: 10/21/2020 9:44:34 AM
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Diane Wood
    University of Southern Maine
    E-mail Author
    DIANE WOOD is an associate professor in the Educational Leadership Program in the College of Education and Human Development at the University of Southern Maine. Before holding this position, she worked for twenty years in high schools as an English teacher and administrator. She is co-author of Inside the National Writing Project: Connecting Network Learning and Classroom Teaching, published by Teachers College Press, and an editor of and contributor to Transforming Teacher Education: Lessons in Professional Development, Bergin & Garvey. Her articles have appeared in Anthropology and Education Quarterly, Harvard Educational Review, Educational Leadership, Teacher Development, and The International Journal of School Change. Her scholarship focuses on two areas: narrative inquiry, both as a research methodology and as an approach to professional development; and inclusive, democratic approaches to classroom teaching and teachers’ professional development. She is presently working with Betty Lou Whitford on a book entitled, Accountability Reclaimed: Realities and Possibilities of Teachers Learning in Community, to be published by SUNY Press.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS