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[null,"1.","Record Nr.",null,"UNINA9910823336403321"]
[null,null,"Autore",null,"Bradley Janice"]
[null,null,"Titolo",null,"Designing schools for meaningful professional learning : a guidebook for educators / / Janice Bradley ; foreword by Shirley M. Hord"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, California : , : Corwin, a SAGE Company, , [2015]"]
[{"$nulls":4},"�2015"]
[null,null,"ISBN",null,"1-5063-0041-3"]
[{"$nulls":4},"1-4833-3921-1"]
[{"$nulls":4},"1-4833-3926-2"]
[{"$nulls":4},"1-4833-3925-4"]
[null,null,"Descrizione fisica",null,"1 online resource (xxiii, 163 pages) : illustrations"]
[null,null,"Collana",null,"Gale eBooks"]
[null,null,"Disciplina",null,"370.71/1"]
[null,null,"Soggetti",null,"Teachers - In-service training - United States"]
[{"$nulls":4},"Teacher effectiveness - United States"]
[{"$nulls":4},"Teachers - Professional relationships - United States"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","\"A Joint Publication With Learning Forward.\""]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"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."]
[null,null,null,"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."]