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130626 ||| eng |
| 020 |
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|a 9781402069178
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| 100 |
1 |
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|a Earl, Lorna M.
|e [editor]
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| 245 |
0 |
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|a Professional Learning Conversations
|h Elektronische Ressource
|b Challenges in Using Evidence for Improvement
|c edited by Lorna M. Earl, Helen Timperley
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| 250 |
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|a 1st ed. 2009
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| 260 |
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|a Dordrecht
|b Springer Netherlands
|c 2009, 2009
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| 300 |
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|a XIV, 132 p
|b online resource
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| 505 |
0 |
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|a Understanding How Evidence and Learning Conversations Work -- Raising Student Achievement in Poor Communities Through Evidence-Based Conversations -- Structuring Talk About Teaching and Learning: The Use of Evidence in Protocol-Based Conversation -- Leadership for Evidence-Informed Conversations -- A Cross-Grade Learner Conversation -- Evidence-Informed Conversations Making a Difference to Student Achievement -- Honey, Wooden Spoons, and Clay Pots: The Evolution of a Lithuanian Learning Conversation -- Learning to Think and Talk from Evidence: Developing System-wide Capacity for Learning Conversations -- Learning Conversations Stillborn: Distrust and Education Policy Dialogue in South Africa -- Using Conversations to Make Sense of Evidence: Possibilities and Pitfalls
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| 653 |
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|a School administration
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| 653 |
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|a School management and organization
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| 653 |
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|a Instructional Psychology
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| 653 |
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|a Learning, Psychology of
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| 653 |
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|a Organization and Leadership
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| 653 |
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|a Educational Policy and Politics
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| 653 |
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|a Education and state
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| 700 |
1 |
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|a Timperley, Helen
|e [editor]
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
0 |
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|a Professional Learning and Development in Schools and Higher Education
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| 028 |
5 |
0 |
|a 10.1007/978-1-4020-6917-8
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| 856 |
4 |
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|u https://doi.org/10.1007/978-1-4020-6917-8?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
0 |
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|a 371.2
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| 520 |
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|a 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 tremendous insight into "what it takes" for conceptual change that will fundamentally shift educational practice. "This book moves beyond just promoting the use of evidence to examining just what is known and how it occurs in a range of settings, especially in interaction with others. This type of book will be key in a desired move to where professional educators reestablish their knowledge and responsibility base in educational policy and practice." Bill Mullford, Professor of Education, University of Tasmania
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