ISBN: 9781682531778 - systems for instructional improvement: creating coherence from the classroom to the district office (32 resultados)

Paperback. Condición: Very Good. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Paperback. Condición: Very Good. In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe productive practices for school leaders in supporting teachers? growth; and discuss the role of district leaders in developing school-level capacity for instructional improvement.Based on the findings of an eight-year research-practice partnership with four large urban districts investigating their efforts to enhance middle school math instruction, the authors seek to bridge the gap between the literature on improving teaching and learning and the literature on policy and leadership. They look at the entire education system and make recommendations on improvement efforts with a focus on student learning and teachers? instructional vision. In particular, the authors offer insights on the interplay among various supports for teacher learning, including pullout professional development, coaching, collaborative inquiry, the most instructionally productive uses of principals? time, and the tensions that tend to emerge at the district level. They provide a guide for district-level leaders in organizing their work to support significant teacher learning.Systems for Instructional Improvement provides an invaluable resource for school and district leaders, while outlining a clearly focused agenda for future research.…

Paperback. Condición: Good. In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe productive practices for school leaders in supporting teachers? growth; and discuss the role of district leaders in developing school-level capacity for instructional improvement.Based on the findings of an eight-year research-practice partnership with four large urban districts investigating their efforts to enhance middle school math instruction, the authors seek to bridge the gap between the literature on improving teaching and learning and the literature on policy and leadership. They look at the entire education system and make recommendations on improvement efforts with a focus on student learning and teachers? instructional vision. In particular, the authors offer insights on the interplay among various supports for teacher learning, including pullout professional development, coaching, collaborative inquiry, the most instructionally productive uses of principals? time, and the tensions that tend to emerge at the district level. They provide a guide for district-level leaders in organizing their work to support significant teacher learning.Systems for Instructional Improvement provides an invaluable resource for school and district leaders, while outlining a clearly focused agenda for future research.…

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Paperback. Condición: Fair. The item might be beaten up but readable. May contain markings or highlighting, as well as stains, bent corners, or any other major defect, but the text is not obscured in any way.

Paperback. Condición: Good. In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe productive practices for school leaders in supporting teachers? growth; and discuss the role of district leaders in developing school-level capacity for instructional improvement.Based on the findings of an eight-year research-practice partnership with four large urban districts investigating their efforts to enhance middle school math instruction, the authors seek to bridge the gap between the literature on improving teaching and learning and the literature on policy and leadership. They look at the entire education system and make recommendations on improvement efforts with a focus on student learning and teachers? instructional vision. In particular, the authors offer insights on the interplay among various supports for teacher learning, including pullout professional development, coaching, collaborative inquiry, the most instructionally productive uses of principals? time, and the tensions that tend to emerge at the district level. They provide a guide for district-level leaders in organizing their work to support significant teacher learning.Systems for Instructional Improvement provides an invaluable resource for school and district leaders, while outlining a clearly focused agenda for future research.…

Paperback. Condición: Very Good. In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe productive practices for school leaders in supporting teachers? growth; and discuss the role of district leaders in developing school-level capacity for instructional improvement.Based on the findings of an eight-year research-practice partnership with four large urban districts investigating their efforts to enhance middle school math instruction, the authors seek to bridge the gap between the literature on improving teaching and learning and the literature on policy and leadership. They look at the entire education system and make recommendations on improvement efforts with a focus on student learning and teachers? instructional vision. In particular, the authors offer insights on the interplay among various supports for teacher learning, including pullout professional development, coaching, collaborative inquiry, the most instructionally productive uses of principals? time, and the tensions that tend to emerge at the district level. They provide a guide for district-level leaders in organizing their work to support significant teacher learning.Systems for Instructional Improvement provides an invaluable resource for school and district leaders, while outlining a clearly focused agenda for future research.…

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Paperback. Condición: New. In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe productive practices for school leaders in supporting teachers' growth; and discuss the role of district leaders in developing school-level capacity for instructional improvement.Based on the findings of an eight-year research-practice partnership with four large urban districts investigating their efforts to enhance middle school math instruction, the authors seek to bridge the gap between the literature on improving teaching and learning and the literature on policy and leadership. They look at the entire education system and make recommendations on improvement efforts with a focus on student learning and teachers' instructional vision. In particular, the authors offer insights on the interplay among various supports for teacher learning, including pullout professional development, coaching, collaborative inquiry, the most instructionally productive uses of principals' time, and the tensions that tend to emerge at the district level. They provide a guide for district-level leaders in organizing their work to support significant teacher learning.Systems for Instructional Improvement provides an invaluable resource for school and district leaders, while outlining a clearly focused agenda for future research.…

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Condición: New. KlappentextBased on the findings of an eight-year research-practice partnership, Systems for Instructional Improvement proposes a series of specific, empirically grounded recommendations for advancing instruction at scale. The aut.

Taschenbuch. Condición: Neu. Systems for Instructional Improvement | Creating Coherence from the Classroom to the District Office | Paul Cobb (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2018 | Harvard Education PR | EAN 9781682531778 | Verantwortliche Person für die EU: Mare Nostrum Group B.V., Doelen 72, 4831 GR BREDA, NIEDERLANDE, gpsr[at]mare-nostrum[dot]co[dot]uk | Anbieter: preigu.…

Paperback. Condición: New. In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe productive practices for school leaders in supporting teachers' growth; and discuss the role of district leaders in developing school-level capacity for instructional improvement.Based on the findings of an eight-year research-practice partnership with four large urban districts investigating their efforts to enhance middle school math instruction, the authors seek to bridge the gap between the literature on improving teaching and learning and the literature on policy and leadership. They look at the entire education system and make recommendations on improvement efforts with a focus on student learning and teachers' instructional vision. In particular, the authors offer insights on the interplay among various supports for teacher learning, including pullout professional development, coaching, collaborative inquiry, the most instructionally productive uses of principals' time, and the tensions that tend to emerge at the district level. They provide a guide for district-level leaders in organizing their work to support significant teacher learning.Systems for Instructional Improvement provides an invaluable resource for school and district leaders, while outlining a clearly focused agenda for future research.…

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