The authors offer a practical approach to creating a reorganized, fully-integrated student support community that contributes to increasing academic success.
School-based professional community is a concept that portrays teachers as working together towards a set of shared goals of improved professionalism for themselves and increased learning opportunities for students. Attempts to put this into practice in urban schools in the United States have met with varying degrees of success. Using case studies, the contributors to this book examine the reasons for this inconsistency, focusing on the structural, social and human relations conditions of schooling.
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