MACMILLAN Knowledge Communities in Teacher Education: Sustaining Collaborative Work (Palgrave Studies on Leadership and Learning in Teacher Education)

This book traces the origins and activities of the longest-standing collaborative teacher group in education, the Portfolio Group. Each chapter documents, historically and conceptually, the main intellectual moments in the evolution of the idea of knowledge communities. Authors illuminate the expansive work, research, and the leading/learning influence that the Portfolio Group has had in the local education community as well as on the international education landscape. In doing so, they illustrate the journey of a school-based, cross-institutional knowledge community and provide the proverbial light at the end of the tunnel for so many novice and newly formed groups seeking sustainability. The book demonstrates through the shared experiences of five teachers/teacher educators the ways in which varied collaborations aimed at professional development lead to teacher growth in practice, leadership, and career. Review “This book takes us through a rich and compelling journey and critique of how a school-based knowledge community of teachers develops over time. A ‘must read’ for teacher educators and educational researchers who search to gain an insider perspective on the complex and multifaceted process of creating and sustaining a cross-institutional knowledge community. “―Lily Orland-Barak, Professor of Education, The University of Haifa, Israel “This book is a treasure for those supporting intellectual knowledge generation and communication in school-based/cross-institutional settings. There is no knowledge community equivalent for practical content, theoretical significance, and duration.”―F. Michael Connelly, Professor Emeritus, University of Toronto, Canada From the Back Cover This book traces the origins and activities of the longest-standing collaborative teacher group in education, the Portfolio Group. Each chapter documents, historically and conceptually, the main intellectual moments in the evolution of the idea of knowledge communities. Authors illuminate the expansive work, research, and the leading/learning influence that the Portfolio Group has had in the local education community as well as on the international education landscape. In doing so, they illustrate the journey of a school-based, cross-institutional knowledge community and provide the proverbial light at the end of the tunnel for so many novice and newly formed groups seeking sustainability. The book demonstrates through the shared experiences of five teachers/teacher educators the ways in which varied collaborations aimed at professional development lead to teacher growth in practice, leadership, and career. About the Author Cheryl J. Craig is Professor and the Houston Endowment Endowed Chair of Urban Education in the Department of Teaching, Learning, and Culture at Texas A&M University, USA. Gayle A. Curtis has worked primarily in the Greater Houston Area, USA in urban schools serving mostly students of color with low-socioeconomic backgrounds.  Michaelann Kelley is Assistant Professor at Mount St. Joseph University, USA, and former Director of Visual Arts and teacher in Aldine Independent School District, USA.   P. Tim Martindell teaches high school English language arts at The Village School and undergraduate/graduate literacy courses at the University of Houston-Downtown, USA.  M. Michael Pérez is a middle school science teacher in the Houston Independent School District, USA, who has taught at two different urban schools for 25 years.