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010   $a9786612757440
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100   $a20091125d2010      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aTransforming professional development into student results$b[electronic resource] /$fDouglas B. Reeves
210   $aAlexandria, Va. $cASCD$dc2010
215   $a1 online resource (170 p.)
300   $aDescription based upon print version of record.
311   $a1-4166-0949-0 
320   $aIncludes bibliographical references and index.
327   $aAccountability: 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.
330   $aIf you're tired of professional development that takes up too much time and delivers too little, then you'll appreciate this guide to effective and sustainable practices that help educators make a measurable difference for their schools and their students.
606   $aTeachers$xIn-service training$zUnited States
606   $aTeachers$xProfessional relationships$zUnited States
606   $aSchool improvement programs$zUnited States
608   $aElectronic books.
615  0$aTeachers$xIn-service training
615  0$aTeachers$xProfessional relationships
615  0$aSchool improvement programs
676   $a370.71/55
700   $aReeves$b Douglas B.$f1953-$0950396
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910459771703321
996   $aTransforming professional development into student results$92227908
997   $aUNINA