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- ISSN: 1074-4762
- E-ISSN: 1943-3069
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Regaining Momentum: Teacher Inquiry as Ongoing Professional Development
- Source: Voices from the Middle, Volume 16, Issue 4, May 2009, p. 25 - 31
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- 01 May 2009
Abstract
A classroom teacher reflects on the benefits of professional development leading to improved and energized student writing. Although traditional professional development sparked interest and encouraged modifications, the support of a teacher inquiry group as ongoing professional development provided the impact needed to effect significant change in both teacher practice and student learning.
© 2009 by the National Council of Teachers of English