Teacher Inquiry in Professional Development Schools: How it Makes a Difference
Document Type
Editorial
Publication Date
Spring 2017
Keywords
professional development schools, PDSs, school-university partnerships, teacher inquiry
Abstract
In this article, the authors discuss the importance of the relationship between action research and teacher inquiry, within the context of professional development school settings. Considering the scope of the relationship, the authors provide a brief overview of articles, presented in this issue, that substantiate the need and impact of continuing teacher inquiry—influencing stakeholders to contribute in the advancement of purposeful partnerships. The authors aspire to encourage others to sustain the vitality of teacher inquiry, through the lens of implementing more professional development opportunities, with the effect of heightened student learning and stronger school-university partnerships.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Teacher Inquiry in Professional Development Schools: How it Makes a Difference, in E. Garin & R. W. Burns (Eds.), School-University Partnerships, p. 1-4
Scholar Commons Citation
Garin, Eva; Burns, Rebecca W.; and Robinson, Raven, "Teacher Inquiry in Professional Development Schools: How it Makes a Difference" (2017). Educational and Psychological Studies Faculty Publications. 198.
https://digitalcommons.usf.edu/esf_facpub/198
