Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning
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Murphy, C. (1995). Whole-faculty study groups: Doing the seemingly undoable. Journal of Staff Development, 16 (3), 37-44.
Murphy presents a model for whole-faculty study groups to implement and integrate effective teaching and learning practices to increase student learning and decrease student negative behaviors by supporting the implementation of innovations, integrating and bringing coherence to the school program, planning for whole-school improvements, and studying research on teaching and learning. Murphy found that focusing the study groups on a specific problem to improve the school as a whole was an effective tool in bringing positive to change at the classroom level.
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