Student Achievement Through Staff Development

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ASCD, Jan 1, 2002 - Education - 217 pages
2 Reviews

Here's a book that erases--forever--any doubt that better staff development can lead to higher student achievement and spells out which kinds of professional development are most apt to produce substantial gains in student learning, in relatively short periods of time.

Using detailed case studies and extensive research evidence, this updated third edition of a classic work explains

*How to identify the needs for staff development and determine the content.

*What roles teachers and administrators play in evaluating staff development needs and deciding priorities.

*Which skills, understandings, and characteristics help teachers learn new practices.

*How to monitor the implementation of new teaching practices and evaluate their impact on student learning.

What type of leadership practices ensure that staff development efforts succeed.


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Good reference for staff development

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I read this book as a requirement for a graduate class. The material in this book was hard to understand because of the author's writing style. There is a lot of passive voice, nesting sentences, and lack of parallelism which made it very difficult for me to learn anything. I wish it were written better. 


Foreword By Michael Fullan
Preface to the 3rd Edition
Part I Linking Staff Development and Student Achievement
Learning by Everyone as an Ethos
Cases in Point
Inquiries on Teaching and Learning
Part II The Structure of Staff Development
Teaching Students How to Learn
Learning What Our Students Are Learning
Part III People Organization and Leadership
Studying States of Growth
The Organizational Aspects of Growth Environments
Ethos Ethos and Ethos
The Fit with Aspirations for Student Achievement
References and Bibliography

Our Needs for Learning
Moving from Workshops to the Classroom
About the Authors

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Page 207 - A Study of Discovery and Expository Presentation: Implications for Teaching.
Page 201 - Individual and schoolwide change in eight Coalition schools: Findings from a longitudinal ethnographic study. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Page 201 - R. (1981). Assessing teacher performance from observed competency indicators defined by classroom teachers.

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About the author (2002)

Bruce Joyce grew up in New Jersey, was educated at Brown University, and, after military service, taught in the schools of Delaware. He was a professor at the University of Delaware, the University of Chicago, and Teachers College, Columbia University, where he directed the laboratory school and the elementary teacher education program. His research, writing, and consultation are focused on models of teaching, professional development design and implementation, school renewal, and programs for K12 beginning readers and Grade 3-12 struggling readers. Primary topics of his speaking and consultation include Teaching Methods, Curriculum and Content, Staff Development, and 21st Century School Renewal. He lives in Saint Simons Island, Georgia, and can be reached via e-mail at With Emily Calhoun, his most recent book is "Models of Professional Development ("2010). Thousand Oaks: Corwin Press.

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