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100   $a20150427h20152015  uy|            0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aAcademic language literacy $edeveloping instructional leadership skills for principals and teachers /$fMarjorie C. Ringler
210  1$aLanham, Maryland :$cRowman & Littlefield,$d[2015]
210  4$dİ2015
215   $a1 online resource (125 p.)
300   $aDescription based upon print version of record.
311   $a1-4758-1109-8 
311   $a1-4758-1108-X 
327   $aCONTENTS; PREFACE; 1. EFFECTIVE PROFESSIONALDEVELOPMENT; 2. CONTENT; 3. CONTENT; 4. CONTEXT; 5. IMPLEMENTING SUSTAINABLEPROFESSIONAL DEVELOPMENT; 6. VISUALIZING CHANGE
330   $aTypically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development.
606   $aCommunication in education
606   $aEducational leadership
606   $aAcademic language
606   $aTeachers$xIn-service training
606   $aSchool principals$xIn-service training
615  0$aCommunication in education.
615  0$aEducational leadership.
615  0$aAcademic language.
615  0$aTeachers$xIn-service training.
615  0$aSchool principals$xIn-service training.
676   $a371.102/2
700   $aRingler$b Marjorie C.$01480331
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910797531203321
996   $aAcademic language literacy$93696919
997   $aUNINA