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Paul Thurston Dole, Sue Schramm 2015-09-25T19:54:56Z 2015-09-25T19:54:56Z 10000-01-01 2007 2007 The Cambridge Hills' study also contains lessons for PreK-12 practitioners. The recommendations are grouped into five broad categories: (a) recognizing design and implementation issues, (b) using PDT by building professional conversation skills, (c) socializing new participants, (d) building sustainability practices into the design, and (e) devoting the necessary time to make PDT work. Made available in DSpace on 2015-09-25T19:54:56Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3301126.pdf: 10872317 bytes, checksum: 522a783c46c6f5df49c0399cd7fe2f6f (MD5) Previous issue date: 2007 Embargo set by: Seth Robbins for item 81290 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 344 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. http://hdl.handle.net/2142/80008 (MiAaPQ)AAI3301126 eng Education, Teacher Training Professional Development Time: A Longitudinal Study of the Implementation of Daily Teacher Collaboration text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.