|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910823336403321 |
|
|
Autore |
Bradley Janice |
|
|
Titolo |
Designing schools for meaningful professional learning : a guidebook for educators / / Janice Bradley ; foreword by Shirley M. Hord |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Thousand Oaks, California : , : Corwin, a SAGE Company, , [2015] |
|
�2015 |
|
|
|
|
|
|
|
|
|
ISBN |
|
1-5063-0041-3 |
1-4833-3921-1 |
1-4833-3926-2 |
1-4833-3925-4 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (xxiii, 163 pages) : illustrations |
|
|
|
|
|
|
Collana |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Teachers - In-service training - United States |
Teacher effectiveness - United States |
Teachers - Professional relationships - United States |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
"A Joint Publication With Learning Forward." |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
chapter 1. Moving to meaningful professional learning in schools -- chapter 2. The five-part plan : how to design a school for meaningful professional learning -- chapter 3. Cycles of learning designs connected to the classroom -- chapter 4. The power of teachers selecting learning designs -- chapter 5. Assessing and evaluating changes -- chapter 6. The principal : the key to making learning happen -- chapter 7. Three dimensions of learning designs : technical, psychological/emotional, and social -- chapter 8. Building a school's professional knowledge base -- chapter 9. Meaningful learning to remember. |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
Learning designs are critical components of effective professsional learning and play an intregral role in the success of large-scale change initiatives such as the Common Core State Standards. However, most administrators and teacher leaders have no formal preparation in designing professional learning that has a real and lasting impact on teacher practice. The topic is important enough to merit its own Learning Forward standard. |
|
|
|
|
|
|
|