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description:
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"This article discusses the reciprocal and dynamic relationship of teacher learning, teaching practice, school restructuring, and student outcomes in three high performing public secondary schools for at-risk students...The article describes each school's context and the inquiry process that stimulated teacher learning; triggered changes in teaching practice, school organization, and student outcomes; expanded teacher learning; and extended improved outcomes to a wider population of students...Lastly, the article presents implications for researchers, reformers, and practitioners who aim to improve student outcomes by changing teacher practice and school organization."
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