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2018
Volume 38, Issue 2
  • ISSN: 1943-3050
  • E-ISSN:

Abstract

In this article, the author uses a case study format to explore the experiences and growth of one language arts teacher during the course of the teacher inquiry group. Through this case study, the author illustrates the power of teacher inquiry groups to inspire teachers to research teaching and learning in their schools in order to make persuasive arguments about student learning, teacher needs, and school culture that position them as formal and informal leaders in their school settings.

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/content/journals/10.58680/elq201527535
2015-10-01
2025-02-16
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http://instance.metastore.ingenta.com/content/journals/10.58680/elq201527535
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  • Article Type: Research Article
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