An Interpretation of Collaborative Inquiry among School Teachers in New York City —From School Perspectives

DOI

10.2991/msie-15.2015.30How to use a DOI?

Keywords

collaborative inquiry; learning achievement; accountability; teachers’ professional development.

Abstract

Collaborative inquiry is the core of the New York City Department of Education’s Children First initiative, which is a part of American new education reform, and it aims to help close the students’ achievement gap. From the schools’ perspectives, the implementation of collaborative inquiry meets the learners’ learning needs and raises teaching quality, tests the principal leadership style, supports teacher leadership, cultivates potential teachers to be school leaders and contributes to teachers’ ongoing professional development.

Copyright

© 2015, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Lijun Li
AU  - Xiaobo Wang
AU  - Yong Wang
PY  - 2015/11
DA  - 2015/11
TI  - An Interpretation of Collaborative Inquiry among School Teachers in New York City —From School Perspectives
BT  - Proceedings of the 2015 International Conference on Management Science and Innovative Education
PB  - Atlantis Press
SP  - 133
EP  - 137
SN  - 2352-5398
UR  - https://doi.org/10.2991/msie-15.2015.30
DO  - 10.2991/msie-15.2015.30
ID  - Li2015/11
ER  -