Professional development schools: weighing the evidence
Commissioned by the AACTE in the United States, this book examines the purposes of professional development schools - which collaborate to improve curriculum, instruction and structure - and the problems encountered and the evidence for success or otherwise.
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Situated Learning: Legitimate Peripheral Participation
Jean Lave,Etienne Wenger
Limited preview - 1991
Teacher Development in Professional Development
Student Learning and Inquiry
Finding Time Finding Money
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Abdal-Haqq activities African American approaches assessment AT&T Bullough cation Center classroom Clearinghouse Clinical Schools collaborative College of Emporia Cooper coursework culture curriculum Darling-Hammond document East Carolina University educa Emporia State University equity ERIC evaluation experiences families focus focused fugitive literature funds goals gram Holmes Group Houston Consortium implementation Indiana State University indicate inquiry inservice teachers instruction issues leadership Levine ment Mizoue National NCREST outcomes parent involvement participation partner schools PDS interns PDS literature PDS partnerships PDS programming PDS settings preservice and inservice preservice teachers profes professional development schools Professional practice schools program graduates public school reflect restructuring roles school districts school reform school-based self-efficacy sional development schools student learning student teachers studies teacher development teacher education Teachers College teachers in PDSs teaching and learning technology infusion Teitel tion tional Tomorrow's schools Trachtman traditional university faculty Valli Webb-Dempsey