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Designs for learning : a new architecture for professional development in schools /
This insightful guide offers straightforward explanations of the past, present, and future of professional development programs.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks, California :
Corwin Press,
[2003]
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Bredeson, Paul V., |e author. | |
| 245 | 1 | 0 | |a Designs for learning : |b a new architecture for professional development in schools / |c Paul V. Bredeson. |
| 264 | 1 | |a Thousand Oaks, California : |b Corwin Press, |c [2003] | |
| 264 | 4 | |c ©2003 | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed August 11, 2015). | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Cover -- Contents -- List of Tables and Figures -- Preface -- About the Author -- Part I -- Redesigning Professional Learning for Educators -- Chapter 1 -- Breaking the Box: New Designs for Professional Learning in Schools -- Introduction -- Thinking Outside and beyond the Box -- Utilitas, Firmitas, and Venustas: Essential Components of Architecture -- Function (Utilitas) -- Structure (Firmitas) -- Beauty (Venustas) -- Professional Development Design Themes -- Design Theme One�Professional Development is about Learning | |
| 505 | 8 | |a Design Theme Two�Professional Development is WorkDesign Theme Three�Professional Expertise Is a Journey, Not a Credential -- Design Theme Four�Opportunities for Professional Learning That Informs Practice are Unbounded -- Design Theme Five�Student Learning, Professional Development, and Organizational Mission are Intimately Related -- Design Theme Six�Professional Development is About People, Not Programs -- Why is it Important to Redesign Professional Development in Schools? -- Changing the Paradigm of Professional Development | |
| 505 | 8 | |a Chapter 2 -- Building Beneath the Surface: Footings and Foundations in Professional DevelopmentIntroduction -- Foundations for Professional Learning -- Site Selection -- Learning from Others: Models and Menus -- Laying the Footings: Deep, Wide, and Durable -- Deep Enough -- Wide Enough -- Durable Enough -- Laying Footings in Professional Development That are Deep, Wide, and Durable -- Personal Actions -- Creating Structures -- Creating a Learning Culture -- Developing Political Support -- Defining Professional Development -- Learning Opportunities | |
| 505 | 8 | |a EngagementImproved Practice -- Conclusion -- Chapter 3 -- Creating a Professional Learning Community -- Introduction -- Professional Learning Community: What is it? -- Professional: More Than a License -- Learning -- Community -- A Powerful Combination: Professional-Learning-Community -- Strategies for Building a Professional Learning Community -- Assessing Attributes of Professional Learning Community -- The Unlearning School Community -- Conclusion -- Part II -- Creating Learning Spaces in and beyond Work | |
| 505 | 8 | |a Chapter 4 -- Professional Development “as� WorkIntroduction -- Expanding the Concept of Professional Development -- Rethinking Professional Development: New State Regulations -- Professional Development and Teacher Evaluation -- The Nature and Context of Professional Work in Schools -- Characteristics of Professional Work in Schools -- Toward a New Architecture for Professional Development: Three Major Shifts -- Conceptual Shifts -- Structural Shifts -- Cultural Shifts -- Implications for Educational Stakeholders -- Implications for Teachers | |
| 520 | |a This insightful guide offers straightforward explanations of the past, present, and future of professional development programs. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Teachers |x In-service training |z United States. | |
| 650 | 0 | |a Continuing education |z United States. | |
| 650 | 6 | |a Enseignants |x Formation en cours d'emploi |z États-Unis. | |
| 650 | 6 | |a Éducation permanente |z États-Unis. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Continuing education |2 fast | |
| 650 | 7 | |a Teachers |x In-service training |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 758 | |i has work: |a Designs for learning (Text) |1 https://id.oclc.org/worldcat/entity/E39PCG77XdR9p6gF4MBQqMVDMP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Bredeson, Paul V. |t Designs for Learning : A New Architecture for Professional Development in Schools. |d : SAGE Publications, ©1900 |z 9780761978893 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1656304 |z Texto completo |
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