Meyer, Richard J.; Brown, With Linda; DeNino, Elizabeth; Larson, Kimberly; McKenzie, Mona

• Contents: Preface. Part I: Teachers and Students Wandering and Wondering: Participatory Professional Development.R.J. Meyer, The School as a Place for Teachers' Learning. K. Zetterman, Children Assuming Control of Their Learning. K. Ridder, Learning With Children What It Means to Be a Teacher. K. Larson, Refining Projects: Making the Leap Toward Individual Interests. L. Brown, L. DeNino, A Relationship That Supported Mutual Change. M. McKenzie, A Montessori Teacher, Learner, and Writer. Learning From a Researcher, a Researcher Learning. Part II: Sustained Commitments: Cultivating the Group, Voice, Politics, and Advocacy.R.J. Meyer, Thoughts Across Chapters Two Through Seven. Becoming Inquirers. The Dynamics of Sustaining a Study Group. Teachers' Voices and the Political Nature of Their Work. Implications: What's Next for Our Group and Yours? Appendices: Elaboration of the Context of Our Work. Procedural Issues.

"Acknowledges that teacher inquiry is disruptive to the school community and that it challenges traditional hierarchy and authority patterns. But, in their place, such collaboration can bring newly motivated teachers and students as they create and recreate their own curriculum for learning....We get a real sense of the complexity of inquiry and how it occurs at different places in different ways--among children, among teachers, among university teachers and researchers."—Gail BurnafordNational-Louis University"Fits into a new genre of writing that draws together aspects of qualitative/narrative research with its concerns for contextualizing stories; process and inquiry oriented approaches to pedagogy which have burgeoned in recent years....and movements toward bottom-up staff development and teacher empowerment....Studies such as this one are valuable to academics in uncovering some of the complexity of teaching and the obstacles to collaboration, and are valuable to teachers and future teachers in helping them think about the problems and prospects for local change at the school level....This book can spark lots of powerful discussion of school change -- as it has obviously done for me."—Michael O'LoughlinHofstra University"Teachers, teacher educators, and staff development people will be very interested in this book. There is no other quite like it that I know of."—Gary ManningUniversity of Alabama at Birmingham

Meyer, Richard J.; Brown, With Linda; DeNino, Elizabeth; Larson, Kimberly; McKenzie, Mona

• Contents: Preface. Part I: Teachers and Students Wandering and Wondering: Participatory Professional Development.R.J. Meyer, The School as a Place for Teachers' Learning. K. Zetterman, Children Assuming Control of Their Learning. K. Ridder, Learning With Children What It Means to Be a Teacher. K. Larson, Refining Projects: Making the Leap Toward Individual Interests. L. Brown, L. DeNino, A Relationship That Supported Mutual Change. M. McKenzie, A Montessori Teacher, Learner, and Writer. Learning From a Researcher, a Researcher Learning. Part II: Sustained Commitments: Cultivating the Group, Voice, Politics, and Advocacy.R.J. Meyer, Thoughts Across Chapters Two Through Seven. Becoming Inquirers. The Dynamics of Sustaining a Study Group. Teachers' Voices and the Political Nature of Their Work. Implications: What's Next for Our Group and Yours? Appendices: Elaboration of the Context of Our Work. Procedural Issues.

"Acknowledges that teacher inquiry is disruptive to the school community and that it challenges traditional hierarchy and authority patterns. But, in their place, such collaboration can bring newly motivated teachers and students as they create and recreate their own curriculum for learning....We get a real sense of the complexity of inquiry and how it occurs at different places in different ways--among children, among teachers, among university teachers and researchers."—Gail BurnafordNational-Louis University"Fits into a new genre of writing that draws together aspects of qualitative/narrative research with its concerns for contextualizing stories; process and inquiry oriented approaches to pedagogy which have burgeoned in recent years....and movements toward bottom-up staff development and teacher empowerment....Studies such as this one are valuable to academics in uncovering some of the complexity of teaching and the obstacles to collaboration, and are valuable to teachers and future teachers in helping them think about the problems and prospects for local change at the school level....This book can spark lots of powerful discussion of school change -- as it has obviously done for me."—Michael O'LoughlinHofstra University"Teachers, teacher educators, and staff development people will be very interested in this book. There is no other quite like it that I know of."—Gary ManningUniversity of Alabama at Birmingham

Meyer, Richard J.; Brown, With Linda; DeNino, Elizabeth; Larson, Kimberly; McKenzie, Mona

• Contents: Preface. Part I: Teachers and Students Wandering and Wondering: Participatory Professional Development.R.J. Meyer, The School as a Place for Teachers' Learning. K. Zetterman, Children Assuming Control of Their Learning. K. Ridder, Learning With Children What It Means to Be a Teacher. K. Larson, Refining Projects: Making the Leap Toward Individual Interests. L. Brown, L. DeNino, A Relationship That Supported Mutual Change. M. McKenzie, A Montessori Teacher, Learner, and Writer. Learning From a Researcher, a Researcher Learning. Part II: Sustained Commitments: Cultivating the Group, Voice, Politics, and Advocacy.R.J. Meyer, Thoughts Across Chapters Two Through Seven. Becoming Inquirers. The Dynamics of Sustaining a Study Group. Teachers' Voices and the Political Nature of Their Work. Implications: What's Next for Our Group and Yours? Appendices: Elaboration of the Context of Our Work. Procedural Issues.

"Acknowledges that teacher inquiry is disruptive to the school community and that it challenges traditional hierarchy and authority patterns. But, in their place, such collaboration can bring newly motivated teachers and students as they create and recreate their own curriculum for learning....We get a real sense of the complexity of inquiry and how it occurs at different places in different ways--among children, among teachers, among university teachers and researchers."—Gail BurnafordNational-Louis University"Fits into a new genre of writing that draws together aspects of qualitative/narrative research with its concerns for contextualizing stories; process and inquiry oriented approaches to pedagogy which have burgeoned in recent years....and movements toward bottom-up staff development and teacher empowerment....Studies such as this one are valuable to academics in uncovering some of the complexity of teaching and the obstacles to collaboration, and are valuable to teachers and future teachers in helping them think about the problems and prospects for local change at the school level....This book can spark lots of powerful discussion of school change -- as it has obviously done for me."—Michael O'LoughlinHofstra University"Teachers, teacher educators, and staff development people will be very interested in this book. There is no other quite like it that I know of."—Gary ManningUniversity of Alabama at Birmingham