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This clear and thoughtful discussion of the concept of professional learning communities covers the research, provides a self-assessment, real-life case studies, and a summary. It is a one-stop resource for educators working to build strong work teams to improve student achievement.
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This clear and thoughtful discussion of the concept of professional learning communities covers the research, provides a self-assessment, real-life case studies, and a summary. It is a one-stop resource for educators working to build strong work teams to improve student achievement.
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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
- Seitenzahl: 194
- Erscheinungstermin: 22. Oktober 2003
- Englisch
- Abmessung: 229mm x 152mm x 11mm
- Gewicht: 290g
- ISBN-13: 9781578860531
- ISBN-10: 1578860539
- Artikelnr.: 22286693
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
- Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
- Seitenzahl: 194
- Erscheinungstermin: 22. Oktober 2003
- Englisch
- Abmessung: 229mm x 152mm x 11mm
- Gewicht: 290g
- ISBN-13: 9781578860531
- ISBN-10: 1578860539
- Artikelnr.: 22286693
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
Jane Bumpers Huffman is an associate professor in the College of Education at the University of North Texas in Denton and teaches in the master's and doctoral programs. Huffman also serves as her department's program coordinator for Educational Administration and has been instrumental in receiving eight grants. Her research interests include change management, professional development, leadership, professional learning communities, and parent involvement. Huffman has also directed the annual Assistant Principals' Conference in Texas for the past six years. Huffman worked in the Norman, Oklahoma public schools for ten years as a teacher, school administrator, and staff development administrator. She also served as a Research Assistant at Southwest Educational Develpment Laboratory in Austin, Texas. Contact Janie at huffman@unt.edu or 940-565-2832. Kristine Kiefer Hipp is an associate professor in the College of Education at Cardinal Stritch University, Milwaukee, Wisconsin. She teaches in a master's program in Educational Leadership and a doctoral program in Leadership for the Advancement of Learning and Service. Hipp consults widely, facilitating organizational change in K-12 schools/districts related to her research in leadership, professional learning communities, and collective efficacy. Hipp also taught in a Master's program in Educational Leadership at Ball State University in Muncie, Indiana. She worked for the School District of Janesville for 25 years as a special education teacher/support teacher, district level staff developer, graduate-level adjunct at the University of Wisconsin-Whitewater, research assistant at the University of Wisconsin, Madison, and consultant in effective teaching practices. Contact Kris at kahipp@stritch.edu or 414-410-4346.
Part 1 Part 1: The Challenge of Developing PLCs Chapter 2 Overview of
Professional Learning Communities Chapter 3 Responding to the Challenge
Part 4 Part 2: From Initiation to Implementation: Dimensions of a PLC
Chapter 5 Shared and Supportive Leadership Chapter 6 Shared Values and
Vision Chapter 7 Collective Learning and Application Chapter 8 Shared
Personal Practice Chapter 9 Supportive Conditions Part 10 Part 3: Assessing
and Reculturing Schools Chapter 11 Assessing Schools as PLCs Chapter 12 The
PLC Connection to School Improvement Part 13 Part 4: Five Case Studies
Chapter 14 Case Study Overview Chapter 15 Case Study #1: Role Expectations
in Schools Moving to Site-Based Leadership Chapter 16 Case Study #2:
Nurturing the Human Side: A Crucial Component for PLCs Chapter 17 Case
Study #3: Trust as a Foundation in Building a Learning Community Chapter 18
Case Study #4: The Role of Principal Commitment in Creating Learning
Communities Chapter 19 Case Study #5: Reculturing a School in Crisis Part
20 Part 5: From Implementation to Institutionalization Chapter 21 Lessons
Learned
Professional Learning Communities Chapter 3 Responding to the Challenge
Part 4 Part 2: From Initiation to Implementation: Dimensions of a PLC
Chapter 5 Shared and Supportive Leadership Chapter 6 Shared Values and
Vision Chapter 7 Collective Learning and Application Chapter 8 Shared
Personal Practice Chapter 9 Supportive Conditions Part 10 Part 3: Assessing
and Reculturing Schools Chapter 11 Assessing Schools as PLCs Chapter 12 The
PLC Connection to School Improvement Part 13 Part 4: Five Case Studies
Chapter 14 Case Study Overview Chapter 15 Case Study #1: Role Expectations
in Schools Moving to Site-Based Leadership Chapter 16 Case Study #2:
Nurturing the Human Side: A Crucial Component for PLCs Chapter 17 Case
Study #3: Trust as a Foundation in Building a Learning Community Chapter 18
Case Study #4: The Role of Principal Commitment in Creating Learning
Communities Chapter 19 Case Study #5: Reculturing a School in Crisis Part
20 Part 5: From Implementation to Institutionalization Chapter 21 Lessons
Learned
Part 1 Part 1: The Challenge of Developing PLCs Chapter 2 Overview of
Professional Learning Communities Chapter 3 Responding to the Challenge
Part 4 Part 2: From Initiation to Implementation: Dimensions of a PLC
Chapter 5 Shared and Supportive Leadership Chapter 6 Shared Values and
Vision Chapter 7 Collective Learning and Application Chapter 8 Shared
Personal Practice Chapter 9 Supportive Conditions Part 10 Part 3: Assessing
and Reculturing Schools Chapter 11 Assessing Schools as PLCs Chapter 12 The
PLC Connection to School Improvement Part 13 Part 4: Five Case Studies
Chapter 14 Case Study Overview Chapter 15 Case Study #1: Role Expectations
in Schools Moving to Site-Based Leadership Chapter 16 Case Study #2:
Nurturing the Human Side: A Crucial Component for PLCs Chapter 17 Case
Study #3: Trust as a Foundation in Building a Learning Community Chapter 18
Case Study #4: The Role of Principal Commitment in Creating Learning
Communities Chapter 19 Case Study #5: Reculturing a School in Crisis Part
20 Part 5: From Implementation to Institutionalization Chapter 21 Lessons
Learned
Professional Learning Communities Chapter 3 Responding to the Challenge
Part 4 Part 2: From Initiation to Implementation: Dimensions of a PLC
Chapter 5 Shared and Supportive Leadership Chapter 6 Shared Values and
Vision Chapter 7 Collective Learning and Application Chapter 8 Shared
Personal Practice Chapter 9 Supportive Conditions Part 10 Part 3: Assessing
and Reculturing Schools Chapter 11 Assessing Schools as PLCs Chapter 12 The
PLC Connection to School Improvement Part 13 Part 4: Five Case Studies
Chapter 14 Case Study Overview Chapter 15 Case Study #1: Role Expectations
in Schools Moving to Site-Based Leadership Chapter 16 Case Study #2:
Nurturing the Human Side: A Crucial Component for PLCs Chapter 17 Case
Study #3: Trust as a Foundation in Building a Learning Community Chapter 18
Case Study #4: The Role of Principal Commitment in Creating Learning
Communities Chapter 19 Case Study #5: Reculturing a School in Crisis Part
20 Part 5: From Implementation to Institutionalization Chapter 21 Lessons
Learned