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100   $a20180706d2000      uy             0
101 0 $aeng
135   $aurcn|||||||||
181   $ctxt
182   $cc
183   $acr
200 00$aTeacher-led school improvement /$fDavid Frost. [and others]
210  1$aLondon ;$aNew York :$cFalmer Press,$d2000.
215   $axi, 172 p
300   $aBibliographic Level Mode of Issuance: Monograph
311   $a0-7507-0871-9 
311   $a0-7507-0870-0 
320   $aIncludes bibliographical references and index.
327   $achapter Introduction -- chapter 1 School Improvement -- The Centrality of the Teacher?s Role -- chapter 2 Beyond Staff Development -- Relevance and Impact -- chapter 3 Establishing School?University Partnerships for School Improvement -- chapter 4 Reflective Action Planning -- A Model for Teacher-Led School Improvement -- chapter 5 Reflections on Collaborative Inquiry -- chapter 6 Working with the Model -- One School?s Story -- chapter 7 The Teacher as Change Agent -- Andrew?s Story -- chapter 8 Developing Teacher Professionalism Through School-Based Inquiry -- Penny?s Story -- chapter 9 Developing Teacher Professionalism Through Networking -- The CANTARNET Story -- chapter 10 Teachers ?Making a Difference? -- The Question of Impact.
606   $aAction research in education$zGreat Britain$vCase studies
606   $aCollege-school cooperation$zGreat Britain$vCase studies
606   $aSchool improvement programs$zGreat Britain$vCase studies
606   $aTeacher participation in administration$zGreat Britain$vCase studies
615  0$aAction research in education
615  0$aCollege-school cooperation
615  0$aSchool improvement programs
615  0$aTeacher participation in administration
676   $a371.1/06
701   $aFrost$b David$f1950-$01526688
801  0$bFlBoTFG
801  1$bFlBoTFG
906   $aBOOK
912   $a9910779914903321
996   $aTeacher-led school improvement$93768896
997   $aUNINA