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Synopsis
Collegiate collaboration has become part of the effort to create schools that meet the demands of the current century, with competition and individualization taking the back seat to learning more about the processes of knowledge creation and the transfer of practice. In this series of four essays, contributors acknowledge the challenges of making this transition in individual schools and networks of schools, and find the most efficacious means of making that transition is to focus on inquiry and the role of the teacher as researcher. Experts examine why collaborative inquiry matters, what it looks like, how it works, and how achieving together rather than in isolation may lead to actually reaching students in a radical collegiality. Affiliations of the contributors are not stated, but they seem to be UK based. Annotation ©2004 Book News, Inc., Portland, OR