Transforming professional development into student results /

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Provides a blueprint for how to ensure professional development can improve student learning by focusing on, evidence of student learning, feedback on teacher and principal decisions, and depth of implementation.

Détails bibliographiques
Cote:Libro Electrónico
Auteur principal: Reeves, Douglas B., 1953-
Format: Électronique eBook
Langue:Inglés
Publié: Alexandria, Va. : ASCD, c2010.
Collection:ASCD member book.
Sujets:
Teachers > In-service training > United States.
Teachers > Professional relationships > United States.
School improvement programs > United States.
Enseignants > Formation en cours d'emploi > États-Unis.
Enseignants > Relations professionnelles > États-Unis.
Enseignement > Réforme > États-Unis.
EDUCATION > Professional Development.
School improvement programs
Teachers > In-service training
Teachers > Professional relationships
United States
dissertations.
Academic theses
Academic theses.
Thèses et écrits académiques.
Accès en ligne:Texto completo
Table des matières:
  • Accountability: why autopsies do not improve patient health
  • Uniform differentiated instruction and other contradictions in staff development
  • The law of initiative fatigue
  • The myths and realities of planning
  • Mr. McGuffey doesn't teach here: the brand-name fallacy
  • Scattershot learning: "if it's Tuesday, it must be brain research"
  • From vision to implementation
  • Focus: teaching, curriculum, assessment, and leadership
  • Making action research work
  • Beyond "train the trainer"
  • Performance assessment for teachers and administrators
  • High-impact learning in action
  • Appendix A: results of a study of school planning, implementation, and monitoring
  • Appendix B: planning, implementation, and monitoring (PIMTM) rubric.

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