Professional Learning Conversations Challenges (15 results)

Condition: Good. Volume 1. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In good all round condition. Library sticker on front cover. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,350grams, ISBN:9789048123568.…

Hardcover. Condition: As New. Book, cover and text all in "as New" condition, binding tight and square no damage, text clean and unmarked no names no stamps book appears unread.

Condition: New.

Condition: As New. Unread book in perfect condition.

Condition: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,450grams, ISBN:9781402069161.

Condition: New.

Condition: As New. Unread book in perfect condition.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This, the first book in the series, 'Professional Learning and Development in Schools and Higher Education', is edited by two experienced, committed and skilled educationists from different parts of the world but with converging values and viewpoints. The result is a rich mélange of authors from the USA, Australia, South Africa, Canada and New Zealand all of whom focus on the use of evidence informed decision-making in schools and classrooms. This focus makes for an unusual collection which acts as an antidote to change agendas which are entirely results driven. The book provides evidence from a variety of countries of how s- tem leaders, teachers in schools and higher education must now manage as part of their endeavours to provide the best possible learning and achievement opportu- ties for all students. What makes this book unique is its engagement with the rea- ties of the challenge of evidence informed conversations which all too quickly become 'activity traps' as teachers are steered away from evidence towards ado- ing short term pragmatic or ideological solutions which suit the policy agendas of reformists from outside schools and, more often than not, fail to result in real changes in teaching and learning.…

Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This, the first book in the series, 'Professional Learning and Development in Schools and Higher Education', is edited by two experienced, committed and skilled educationists from different parts of the world but with converging values and viewpoints. The result is a rich mélange of authors from the USA, Australia, South Africa, Canada and New Zealand all of whom focus on the use of evidence informed decision-making in schools and classrooms. This focus makes for an unusual collection which acts as an antidote to change agendas which are entirely results driven. The book provides evidence from a variety of countries of how s- tem leaders, teachers in schools and higher education must now manage as part of their endeavours to provide the best possible learning and achievement opportu- ties for all students. What makes this book unique is its engagement with the rea- ties of the challenge of evidence informed conversations which all too quickly become 'activity traps' as teachers are steered away from evidence towards ado- ing short term pragmatic or ideological solutions which suit the policy agendas of reformists from outside schools and, more often than not, fail to result in real changes in teaching and learning.…

Taschenbuch. Condition: Neu. Professional Learning Conversations | Challenges in Using Evidence for Improvement | Lorna M Earl (u. a.) | Taschenbuch | xiv | Englisch | 2009 | Springer | EAN 9789048123568 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Condition: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | This, the first book in the series, ¿Professional Learning and Development in Schools and Higher Education¿, is edited by two experienced, committed and skilled educationists from different parts of the world but with converging values and viewpoints. The result is a rich mélange of authors from the USA, Australia, South Africa, Canada and New Zealand all of whom focus on the use of evidence informed decision-making in schools and classrooms. This focus makes for an unusual collection which acts as an antidote to change agendas which are entirely results driven. The book provides evidence from a variety of countries of how s- tem leaders, teachers in schools and higher education must now manage as part of their endeavours to provide the best possible learning and achievement opportu- ties for all students. What makes this book unique is its engagement with the rea- ties of the challenge of evidence informed conversations which all too quickly become ¿activity traps¿ as teachers are steered away from evidence towards ado- ing short term pragmatic or ideological solutions which suit the policy agendas of reformists from outside schools and, more often than not, fail to result in real changes in teaching and learning.…

Hardcover. Condition: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

PF. Condition: New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Condition: new. Questo è un articolo print on demand.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This volume provides informed arguments, theory and practical examples based on research about what it looks like when educators, policy makers, and even students, try to rethink and change their practices by engaging in evidence-based conversations to challenge and inform their work. It allows the reader to experience these conversations. Each story reveals the depth of thinking that change requires, showing that change requires new learning and new learning is hard. 132 pp. Englisch.…