Peer reviewed
Direct linkERIC Number: EJ842396
Record Type: Journal
Publication Date: 2009-May
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1074-4762
EISSN: N/A
Regaining Momentum: Teacher Inquiry as Ongoing Professional Development
Wirsing, Janice
Voices from the Middle, v16 n4 p25-31 May 2009
A classroom teacher reflects on the benefits of professional development leading to improved and energized student writing. Although traditional professional development sparked interest and encouraged modifications, the support of a teacher inquiry group as ongoing professional development provided the impact needed to effect significant change in both teacher practice and student learning.
Descriptors: Faculty Development, Inquiry, Teacher Improvement, Writing Skills, Discussion Groups, Teaching Methods, Middle School Teachers, Middle Schools, Junior High Schools, Junior High School Students, Writing Assignments, Writing Instruction, Computer Uses in Education, Active Learning, Grade 7, Grade 8
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 7; Grade 8; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
