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Transformative Professional Development: A Professional Development Team Learns from Students Who Write across the Curriculum

Transformative Professional Development: A Professional Development Team Learns from Students Who Write across the Curriculum

Brian T. Kissel, Kateri Thunder, Linde Rickert Tassell, Jane Hansen
Copyright: © 2016 |Pages: 15
ISBN13: 9781466686328|ISBN10: 1466686324|EISBN13: 9781466686335
DOI: 10.4018/978-1-4666-8632-8.ch006
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MLA

Kissel, Brian T., et al. "Transformative Professional Development: A Professional Development Team Learns from Students Who Write across the Curriculum." Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 73-87. https://doi.org/10.4018/978-1-4666-8632-8.ch006

APA

Kissel, B. T., Thunder, K., Tassell, L. R., & Hansen, J. (2016). Transformative Professional Development: A Professional Development Team Learns from Students Who Write across the Curriculum. In I. Management Association (Ed.), Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications (pp. 73-87). IGI Global. https://doi.org/10.4018/978-1-4666-8632-8.ch006

Chicago

Kissel, Brian T., et al. "Transformative Professional Development: A Professional Development Team Learns from Students Who Write across the Curriculum." In Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 73-87. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8632-8.ch006

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Abstract

This chapter begins by describing the authors' professional development team and its influence in schools where they have engaged in professional development partnerships. Next, the authors offer literature that supports the need for professional development teams in educational settings. Then, referring to the excited conversation above, they show how they study students, write about them, share writings, and share this work in schools. The authors end by explaining how this recursive process—study, write, share—might serve as a PD prototype for other collaborative teams within Professional Development Schools.

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