An Interpretation of Collaborative Inquiry among School Teachers in New York City —From School Perspectives
Lijun Li, Xiaobo Wang, Yong Wang
Available Online November 2015.
- 10.2991/msie-15.2015.30How to use a DOI?
- collaborative inquiry; learning achievement; accountability; teachers’ professional development.
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.
- © 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/).
Cite this article
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 -