Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams

By R. Gallimore, B. A. Ermeling, W. Saunders, Claude Goldenberg. The Elementary school journal, 2009

269 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/725b5dc99f78dd43301914344d27f69f70cd1d8d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Information Systems and Management

Citations in the corpus

Teacher Collaboration in Instructional Teams and Student Achievement (2015, background): “We also expected teachers to perceive collaboration around students’ classroom work more favorably, given recent evidence of strong effects of professional development focused on student work (Gallimore et al., 2009; Saunders et al., 2009).”
Trust and Collaboration in PLC Teams (2015, background): “This comment reflects the findings of both Datnow (2011) and Gallimore et al. (2009) who wrote that principals need to offer teachers supportive structures and cultures in which to collaborate, but enough autonomy to make decisions and take action on the basis of their analyses.”
Research on Data Use: A Framework and Analysis (2011, background): “In their study of a comprehensive initiative focused on the implementation of grade level inquiry teams, Saunders and his colleagues (Gallimore et al., 2009; McDougall et al., 2007; Saunders et al., 2009) provide evidence that schools with strong implementation of the intervention significantly outp”
Tracing the Effects of Teacher Inquiry on Classroom Practice. (2010, background): “…toward a new emphasis on figuring out an instructional solution that produces a detectable improvement in learning . not just trying out a variety of interesting activities or strategies and then moving on to the next area of interest (Gallimore et al., 2009; Sandoval, Deneroff, & Franke, 2002).”
Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers (2011, background): “…(Young, 2006; Laskey et al., 2009; Timperley, 2009; Nabors Olah et al., 2010) and more likely when particular processes or tools are used to directly support the generation of instructional considerations (Gallimore et al., 2009; Goertz et al., 2009; Timperley, Annan, and Robinson, 2009a).”
Interventions Promoting Educators’ Use of Data: Research Insights and Gaps (2012, methodology): “Four studies identified distributed leadership as a key facilitator of data use (Copland, 2003; Gallimore et al., 2009; McDougall et al., 2007; Sutherland, 2004).”