Professional Learning Opportunities in U.S. Independent Schools: Closing The Gap Between Current Practices And Research-Based Best Practices For Teacher Professional Development

 
9783844396256: Professional Learning Opportunities in U.S. Independent Schools: Closing The Gap Between Current Practices And Research-Based Best Practices For Teacher Professional Development
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Do most U.S. teachers have access to the types of effective professional learning opportunities needed to improve their instruction? A recent national study by Linda Darling-Hammond at Stanford University found a large gulf between current practices and research-based best practices of effective teacher learning in U.S. public schools, but professional development practices in U.S. independent schools have not been examined.This study addressed this problem by conducting a national survey of U.S. independent schools to assess the extent to which professional development opportunities in these schools are aligned with research findings about the characteristics of effective teacher professional learning. Results indicated that a large gap exists between current professional development practices in U.S. independent schools and research-based best practices for effective teacher professional learning. Potential reasons for this gap are discussed and recommendations are provided for how independent school leaders can work to move their schools closer to the standards established for effective teacher professional learning.

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John M Murray, earned his Ph.D. in Educational Administration from Auburn University and his M.A. in Educational Leadership from Columbia University. Dr. Murray spent 20 years as an administrator in U.S. independent schools, and currently is an adjunct professor at Auburn University and a consultant to numerous U.S.independent schools.

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Book Description Condition: New. Publisher/Verlag: Dictus Publishing | Closing The Gap Between Current Practices And Research-Based Best Practices For Teacher Professional Development | Do most U.S. teachers have access to the types of effective professional learning opportunities needed to improve their instruction? A recent national study by Linda Darling-Hammond at Stanford University found a large gulf between current practices and research-based best practices of effective teacher learning in U.S. public schools, but professional development practices in U.S. independent schools have not been examined.This study addressed this problem by conducting a national survey of U.S. independent schools to assess the extent to which professional development opportunities in these schools are aligned with research findings about the characteristics of effective teacher professional learning. Results indicated that a large gap exists between current professional development practices in U.S. independent schools and research-based best practices for effective teacher professional learning. Potential reasons for this gap are discussed and recommendations are provided for how independent school leaders can work to move their schools closer to the standards established for effective teacher professional learning. | Format: Paperback | Language/Sprache: english | 196 pp. Seller Inventory # K9783844396256

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Book Description LAP Lambert Acad. Publ. Mai 2011, 2011. Taschenbuch. Condition: Neu. Neuware - Do most U.S. teachers have access to the types of effective professional learning opportunities needed to improve their instruction A recent national study by Linda Darling-Hammond at Stanford University found a large gulf between current practices and research-based best practices of effective teacher learning in U.S. public schools, but professional development practices in U.S. independent schools have not been examined.This study addressed this problem by conducting a national survey of U.S. independent schools to assess the extent to which professional development opportunities in these schools are aligned with research findings about the characteristics of effective teacher professional learning. Results indicated that a large gap exists between current professional development practices in U.S. independent schools and research-based best practices for effective teacher professional learning. Potential reasons for this gap are discussed and recommendations are provided for how independent school leaders can work to move their schools closer to the standards established for effective teacher professional learning. 196 pp. Englisch. Seller Inventory # 9783844396256

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Book Description LAP Lambert Acad. Publ. Mai 2011, 2011. Taschenbuch. Condition: Neu. Neuware - Do most U.S. teachers have access to the types of effective professional learning opportunities needed to improve their instruction A recent national study by Linda Darling-Hammond at Stanford University found a large gulf between current practices and research-based best practices of effective teacher learning in U.S. public schools, but professional development practices in U.S. independent schools have not been examined.This study addressed this problem by conducting a national survey of U.S. independent schools to assess the extent to which professional development opportunities in these schools are aligned with research findings about the characteristics of effective teacher professional learning. Results indicated that a large gap exists between current professional development practices in U.S. independent schools and research-based best practices for effective teacher professional learning. Potential reasons for this gap are discussed and recommendations are provided for how independent school leaders can work to move their schools closer to the standards established for effective teacher professional learning. 196 pp. Englisch. Seller Inventory # 9783844396256

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Book Description LAP Lambert Acad. Publ. Mai 2011, 2011. Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Neuware - Do most U.S. teachers have access to the types of effective professional learning opportunities needed to improve their instruction A recent national study by Linda Darling-Hammond at Stanford University found a large gulf between current practices and research-based best practices of effective teacher learning in U.S. public schools, but professional development practices in U.S. independent schools have not been examined.This study addressed this problem by conducting a national survey of U.S. independent schools to assess the extent to which professional development opportunities in these schools are aligned with research findings about the characteristics of effective teacher professional learning. Results indicated that a large gap exists between current professional development practices in U.S. independent schools and research-based best practices for effective teacher professional learning. Potential reasons for this gap are discussed and recommendations are provided for how independent school leaders can work to move their schools closer to the standards established for effective teacher professional learning. 196 pp. Englisch. Seller Inventory # 9783844396256

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Book Description LAP Lambert Academic Publishing, Germany, 2011. Paperback. Condition: New. Language: English . Brand New Book. Do most U.S. teachers have access to the types of effective professional learning opportunities needed to improve their instruction? A recent national study by Linda Darling-Hammond at Stanford University found a large gulf between current practices and research-based best practices of effective teacher learning in U.S. public schools, but professional development practices in U.S. independent schools have not been examined.This study addressed this problem by conducting a national survey of U.S. independent schools to assess the extent to which professional development opportunities in these schools are aligned with research findings about the characteristics of effective teacher professional learning. Results indicated that a large gap exists between current professional development practices in U.S. independent schools and research-based best practices for effective teacher professional learning. Potential reasons for this gap are discussed and recommendations are provided for how independent school leaders can work to move their schools closer to the standards established for effective teacher professional learning. Seller Inventory # KNV9783844396256

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