| Acknowledgments |
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vii | |
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1 | (4) |
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2. Professional Learning Communities: An Overview |
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5 | (10) |
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3. Study Description: Investigating Five PLC Schools |
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15 | (5) |
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D'Ette Cowan, Grace L. Fleming, Tara Leo Thompson, and Melanie s. Morrissey |
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4. Principals and Teachers as Continuous Learners |
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20 | (11) |
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5. The Role of Trust Building and Its Relation to Collective Responsibility |
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31 | (14) |
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Grace L. Fleming and Tara Leo Thompson |
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6. Creating and Sustaining a Professional Learning Community: Actions and Perceptions of Principal Leadership |
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45 | (13) |
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Melanie S. Morrissey and D'Ette Cowan |
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7. Creating Co-Developers: Linking Research and Practice |
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58 | (13) |
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D'Ette Cowan and Anita Pankake |
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8. Two Professional Learning Communities: Tales from the Field |
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71 | (13) |
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Kristine Kiefer Hipp and Jane Bumpers Huffman |
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9. Change Diaries: Parallel Perspectives on school Change |
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84 | (12) |
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Richela Chapman and Dawn Watson |
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| 10. One Principal's Story: Building a Community of Inquiry |
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96 | (18) |
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| 11. Against All Odds: Reculturing a Troubled school |
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114 | (13) |
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| 12. The Superintendent's Influence on the Creation of a Professional Learning Community: A Story of School Transition |
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127 | (13) |
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| 13. Building Teacher Leadership Within a Traditional School Structure |
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140 | (11) |
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| Epilogue: Teaching and Shared Professional Practice A History of Resistance; A Future Dependent on Its Embrace |
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151 | (12) |
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| References |
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163 | (4) |
| About the Authors |
|
167 | (6) |
| Index |
|
173 | |
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