Professional Development Time: A Longitudinal Study of the Implementation of Daily Teacher Collaboration

The Cambridge Hills' study also contains lessons for PreK-12 practitioners. The recommendations are grouped into five broad categories: (a) recognizing design and implementation issues, (b) using PDT by building professional conversation skills, (c) socializing new participants, (d) building sustainability practices into the design, and (e) devoting the necessary time to make PDT work.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Dole, Sue Schramm

Contributors dc:contributor

• Paul Thurston

• Education, Teacher Training

Language dc:language

eng

Identifier

(MiAaPQ)AAI3301126

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80008