LEADER 03699nam 22005175 450 001 9910784215803321 005 20230120032544.0 010 $a1-280-61848-5 010 $a9786610618484 010 $a0-306-48518-4 024 7 $a10.1007/0-306-48518-4 035 $a(CKB)1000000000343809 035 $a(EBL)257083 035 $a(OCoLC)55202990 035 $a(DE-He213)978-0-306-48518-3 035 $a(MiAaPQ)EBC3036081 035 $a(EXLCZ)991000000000343809 100 $a20100301d2004 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Professional Development of Teachers: Practice and Theory$b[electronic resource] /$fby Philip Adey 205 $a1st ed. 2004. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2004. 215 $a1 online resource (213 p.) 300 $aDescription based upon print version of record. 311 $a1-4020-2006-6 311 $a1-4020-2005-8 327 $aThe Issues and some Attempted Solutions -- Evolving Principles: Experience of Two Large Scale Programmes -- Professional Development for Cognitive Acceleration: Initiation -- Professional Development for Cognitive Acceleration: Elaboration -- Empirical Evidence -- Measurable Effects of Cognitive Acceleration -- Testing an Implementation Model -- A Long-Term Follow-up of some Case Schools -- Teachers in the School Context -- Making the Process Systemic: Evaluation of an Authority Programme -- Modelling Professional Development -- Researching Professional Development: Just How Complex is It? -- Elaborating the Model -- Evidence-Based Policy?. 330 $aHopkins, Bruce Joyce, Michael Huberman, Matthew Miles, and Virginia Richardson. But we have chosen to present our own experience and empirical data first and then, in Part 3, to show how this experience and data relates to models which have been proposed by others. We will address here methodological issues concerned with collecting and interpreting evidence of relationships amongst the many individual and situational factors associated with PD, and re-visit the arguments about ?process-product? research on PD. In the light of our experience, we will interrogate models of PD which have been proposed by others and attempt to move forward our total understanding of the process of the professional development of teachers for educational change. In conclusion, we will look at some current national practice in professional development, concentrating on the recent English experience of introducing ?strategies? into schools but referring also, by way of contrast, to the situation in the United States. WHAT?S THE PROBLEM? Why has the professional development of teachers already exercised so many good minds for so long? And how can we justify adding another book to this field? The answer to both questions must lie in the continuing demand from society in general (at least as interpreted by politicians and newspaper editors) for improvements in the quality of education. 606 $aTeaching 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 615 0$aTeaching. 615 14$aTeaching and Teacher Education. 676 $a370 676 $a370.711 676 $a370/.71/5 676 $a370711 700 $aAdey$b Philip$4aut$4http://id.loc.gov/vocabulary/relators/aut$01559495 701 $aHewitt$b Gwen$01578986 906 $aBOOK 912 $a9910784215803321 996 $aThe Professional Development of Teachers: Practice and Theory$93858712 997 $aUNINA LEADER 04870nam 22007815 450 001 9910298989903321 005 20251226203150.0 010 $a3-319-13293-8 024 7 $a10.1007/978-3-319-13293-8 035 $a(CKB)3710000000325016 035 $a(SSID)ssj0001408032 035 $a(PQKBManifestationID)11746674 035 $a(PQKBTitleCode)TC0001408032 035 $a(PQKBWorkID)11339747 035 $a(PQKB)10143476 035 $a(DE-He213)978-3-319-13293-8 035 $a(MiAaPQ)EBC6283613 035 $a(MiAaPQ)EBC5586339 035 $a(Au-PeEL)EBL5586339 035 $a(OCoLC)902703853 035 $a(PPN)183153979 035 $a(EXLCZ)993710000000325016 100 $a20141201d2014 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aE-Learning, E-Education, and Online Training $eFirst International Conference, eLEOT 2014, Bethesda, MD, USA, September 18-20, 2014, Revised Selected Papers /$fedited by Giovanni Vincenti, Alberto Bucciero, Carlos Vaz de Carvalho 205 $a1st ed. 2014. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2014. 215 $a1 online resource (XII, 177 p. 38 illus.) 225 1 $aLecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering,$x1867-822X ;$v138 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a3-319-13292-X 320 $aIncludes bibliographical references and index. 327 $aScripted Animation towards Scalable Content Creation for eLearning?a Quality Analysis -- E-Learning Repository System for Sharing Learning Resources Among Saudi Universities -- Lecturers? Attitude to Social Network Media: Implication for Accessibility and Usability Need in Open and Distance Education -- Introducing Online Learning in a small organization. The Case of the Diplomatic Institute of the Italian Ministry of Foreign Affairs -- Building a Mobile Collaborative Learning Environment for the Identification and Classification of Real World Objects -- The PoSE Project: an innovative approach to promote healthy postures in schoolchildren. -- Experiential and Transformative Learning in an Informal Online Learning Environment: An Approach to Initiate Sustainable Changes -- Legal risk management: a best practice for e-Learning legal issues -- From Planning to Launching MOOCs: Guidelines and Tips from Georgetown -- Computer Animation for Learning Building Construction Management: A Comparative Study of First Person versus Third Person View -- A Qualitative Exploration of the EU Digital Competence (DIGCOMP) framework: a case study within Healthcare Education -- An innovative educational format based on a mixed reality environment: a case study and benefit evaluation -- Virtual, Immersive, Translational, Applied Learning: The VITAL Project -- Guess the Score, fostering collective intelligence in the class. 330 $aThis book constitutes the thoroughly refereed post-conference proceedings of the First International Conference on E-Learning, E-Education, and Online Training (eLEOT 2014) held in Bethesda, MD, USA, in September 2014. The 22 revised full papers presented were carefully reviewed and selected from numerous submissions and focus topics such as web based tools, augmented reality, mobile learning, teaching frameworks and platforms, virtual learning environments. 410 0$aLecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering,$x1867-822X ;$v138 606 $aComputer science 606 $aEducation$xData processing 606 $aUser interfaces (Computer systems) 606 $aHuman-computer interaction 606 $aMultimedia systems 606 $aComputer Science 606 $aComputers and Education 606 $aUser Interfaces and Human Computer Interaction 606 $aMultimedia Information Systems 615 0$aComputer science. 615 0$aEducation$xData processing. 615 0$aUser interfaces (Computer systems). 615 0$aHuman-computer interaction. 615 0$aMultimedia systems. 615 14$aComputer Science. 615 24$aComputers and Education. 615 24$aUser Interfaces and Human Computer Interaction. 615 24$aMultimedia Information Systems. 676 $a371.334 702 $aVincenti$b Giovanni$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aBucciero$b Alberto$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aVaz de Carvalho$b Carlos$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910298989903321 996 $aE-Learning, e-Education, and Online Training$91898161 997 $aUNINA