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Titre : 
Professional learning conversations : challenges in using evidence for improvement / Lorna M. Earl, Helen Timperley, editors
Alphabet du titre : 
Auteur(s) : 
Earl, Lorna M.. Éditeur scientifique
Timperley, Helen. Éditeur scientifique
Date(s) : 
Langue(s) : 
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Publication :
Copyright :
© 2008
Description : 
1 vol.(xiv-132 p.) : tab., graph. ; 25 cm
Appartient à la collection : 
978-1-4020-6916-1 (rel.). - 1-4020-6916-2 (rel.)
Contient : 
Understanding how evidence and learning conversations work / Lorna M. Earl and Helen Timperley. - Raising student achievement in poor communities through evidence-based conversations / Mei Kuin Lai and Stuart McNaughton. - Structuring talk about teaching and learning: the use of evidence in protocol-based conversation / Judith Warren Little and Marnie W. Curry. - Leadership for evidence-informed conversations / Lorna M. Earl. - A cross-grade learner conversation / Linda Kaser and Judy Halbert. - Evidence-informed conversations making a difference to student achievement / Helen Timperley. - Honey, wooden spoons, and clay pots: the evolution of a Lithuanian learning conversation / Linda E. Lee. - Learning to think and talk from evidence: developing system-wide capacity for learning conversations / Sue Lasky, Gene Schaffer, and Tom Hopkins. - Learning conversations stillborn: distrust and education policy dialogue in South Africa / Brahm Fleisch. - Using conversations to make sense of evidence: possibilities and pitfalls / Helen Timperley and Lorna M. Earl
Annexes : 
Includes bibliographical references and indexes.
Résumé(s) : 
La couverture comporte : "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 and gives important insights into the challenge associated with changing thinking and practice. Some of the stories are encouraging and others are frustrating. Taken together, they give insight into "what it takes" for conceptual change that will fundamentally shift educational practice."
Appartient à la collection : 
Autre(s) titre(s) : 
Professional learning conversations
Sujets : 
LB1028. .P76 2008
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