| 000 | 04150cam a2200889 i 4500 | ||
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| 001 | 159927 | ||
| 006 | m o d | ||
| 008 | 150917s2011 enk a ob 001 0 eng d | ||
| 020 |
_a0335244041 _q(paperback) |
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| 020 |
_a9780335244041 _q(paperback) |
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| 035 |
_a(OCoLC)756844437 _z(OCoLC)748214364 _z(OCoLC)816857359 _z(OCoLC)823281223 |
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| 040 |
_aN$T _cN$T _dIDEBK _dOCLCQ _dYDXCP _dTEFOD _dOCLCF _dNLGGC _dTR-IsMEF _beng _erda |
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| 041 | 0 | _aeng | |
| 049 | _aTR-IsMEF | ||
| 050 | 4 |
_aLB1731 _b.T56 2011 |
|
| 100 | 1 |
_aTimperley, Helen, _eauthor. |
|
| 245 | 1 | 0 |
_aRealizing the power of professional learning / _cHelen S Timperley. |
| 260 |
_aBerkshire, England ; New York : _bOpen University Press, _c2011. |
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| 300 |
_axxv, 196 pages : _billustrations ; _c21 cm. |
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| 336 |
_atext _2rdacontent |
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| 337 |
_aunmediated _2rdamedia |
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| 338 |
_avolume _2rdacarrier |
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| 490 | 1 | _aExpanding educational horizons | |
| 504 | _aIncludes bibliographical references (pages 184-192) and index. | ||
| 520 | _aThis book develops an approach to professional learning that has motivated teachers and resulted in impressive improvements in student learning, particularly for students who traditionally underachieve in school. As the underpinning research shows, the approach has proven successful in several countries with consistently positive outcomes. | ||
| 650 | 0 |
_aTeachers _xIn-service training |
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| 650 | 0 | _aEducational leadership | |
| 650 | 0 | _aSchool management and organization | |
| 830 | 0 | _aExpanding educational horizons | |
| 942 |
_2lcc _cBKS |
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| 970 | 0 | 1 | _tContents |
| 970 | 0 | 1 |
_tSeries Editors' introduction, _pİX |
| 970 | 0 | 1 |
_tPreface, _pXV |
| 970 | 0 | 1 |
_tAcknowledgements, _XXİV |
| 970 | 1 | 2 |
_t1From Professional Development to Professional Learning, _p1 |
| 970 | 1 | 1 |
_tShifts in thinking about professional learning and development, _p4 |
| 970 | 1 | 1 |
_tBuilding knowledge through teacher inquiry, _p9 |
| 970 | 1 | 1 |
_tImplications for the leadership of professional learning, _p20 |
| 970 | 1 | 1 |
_tReflecting on your professional learning experiences, _p23 |
| 970 | 1 | 2 |
_t2Findings Out About Students, _p25 |
| 970 | 1 | 1 |
_tUsing assessment information for professional learning, _p26 |
| 970 | 1 | 1 |
_tHaving and using high-quality evidence, _p28 |
| 970 | 1 | 1 |
_tIt is all about interpretation, _p37 |
| 970 | 1 | 1 |
_tReflecting on your professional learning experiences, _p44 |
| 970 | 1 | 2 |
_t3Building Teacher Knowledge, _p46 |
| 970 | 1 | 1 |
_tIdentifying teachers' learning needs, _p48 |
| 970 | 1 | 1 |
_tDeeping professional knowledge, _p59 |
| 970 | 1 | 1 |
_tReflecting on your professional learning experiences, _p67 |
| 970 | 1 | 2 |
_t4Checking New Oppurtunities for Students, _p70 |
| 970 | 1 | 1 |
_tEngaging students in new learning experiences, _p74 |
| 970 | 1 | 1 |
_tTeachers as adaptive experts, _p87 |
| 970 | 1 | 1 |
_tReflecting on your professional learning experiences, _p88 |
| 970 | 1 | 2 |
_t5School Leaders as Leaders of learning, _p91 |
| 970 | 1 | 1 |
_tIdentifying the leaders of learning, _p94 |
| 970 | 1 | 1 |
_tLeadership that promotes learning, _p95 |
| 970 | 1 | 1 |
_tIntegrating the domains, _p111 |
| 970 | 1 | 1 |
_tReflecting on your professional learning experiences, _p113 |
| 970 | 1 | 2 |
_t6Bringing the Parts of the Cycle Together, _p115 |
| 970 | 1 | 1 |
_tProfessional learning communities, _p116 |
| 970 | 1 | 1 |
_aCoaching through observation and analysis of practice, _p125 |
| 970 | 1 | 1 |
_tBringing the two cases together, _p136 |
| 970 | 1 | 1 |
_tReflecting on your professional learning experiences, _p137 |
| 970 | 1 | 2 |
_t7Some Challenges in Facilitating Professional Learning, _p139 |
| 970 | 1 | 1 |
_tCreating the need to know, _p142 |
| 970 | 1 | 1 |
_tThe facilitator's class, _p147 |
| 970 | 1 | 1 |
_tAddressing resistance, _p153 |
| 970 | 1 | 1 |
_tThe challenging role of facilitation, _p158 |
| 970 | 1 | 1 |
_tReflecting on your professional learning experiences, _p159 |
| 970 | 1 | 2 |
_t8Keeping It All Going, _p162 |
| 970 | 1 | 1 |
_tIterative cycles of inquiry, _p165 |
| 970 | 1 | 1 |
_tCreating coherence, _p168 |
| 970 | 1 | 1 |
_tInquiry, coherence and policy, _p172 |
| 970 | 0 | 1 |
_tConclusions, _p180 |
| 970 | 0 | 1 |
_tNotes, _p184 |
| 970 | 0 | 1 |
_tIndex, _p193 |
| 999 |
_c3847 _d3847 |
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