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A Culture of Collaborative Inquiry: Learning to Develop and Support Professional Learning Communities


by Tamara Holmlund Nelson, David Slavit, Mart Perkins & Tom Hathorn - 2008


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Cite This Article as: Teachers College Record Volume 110 Number 6, 2008, p. 1269-1303
https://www.tcrecord.org ID Number: 14745, Date Accessed: 10/16/2019 12:59:07 AM
 
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About the Author
  • Tamara Nelson
    Washington State University Vancouver
    E-mail Author
    TAMARA HOLMLUND NELSON is an assistant professor of science education at Washington State University Vancouver. Her research focuses on the transformation of science teacher knowledge and beliefs, and how teachers translate their new understandings into practice. A related publication is “Knowledge Interactions in Teacher-Scientist Partnerships: Negotiation, Consultation, and Rejection” in the Journal of Teacher Education, 2005.
  • David Slavit
    Washington State University Vancouver
    DAVID SLAVIT is associate professor of mathematics education at Washington State University Vancouver. His research interests focus on preservice and in-service teacher development and student understandings of mathematical content, particularly algebra. Dr. Slavit has also done extensive research on teaching and learning with instructional technology.
  • Mart Perkins
    Southwest Washington Math, Engineering, Science Achievement (MESA)
    MART PERKINS has a B.S. in field biology and a master’s degree in social foundations of education. She taught middle school science, math, and language arts prior to serving as a research assistant for the PRiSSM project. She currently works as codirector for Southwest Washington MESA.
  • Tom Hathorn
    Olympic Educational Service District, Bremerton, WA
    TOM HATHORN is the science education director for the Olympic Educational Service District in Bremerton, Washington. He is especially interested in developing the science and mathematics content knowledge needed for teaching these subjects, and he also has a keen interest in leadership development using professional learning communities and the cultivation of collaborative capabilities.
 
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