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Actual schools, possible practices : new directions in professional development

Author: Rebecca Novick; Educational Resources Information Center (U.S.)
Publisher: Portland, OR : Northwest Regional Educational Laboratory ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1999]
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Summary:
This publication examines the literature on promising practices in professional development, focusing on the role of effective inservice professional development in successful elementary school reform, promising practices, and results of a survey of educators from the northwest United States. After an introduction, Section 1 discusses "Learning in Our Nation's Schools: Simple-Minded or Muddle-Headed?" Section 2  Read more...
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Details

Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Rebecca Novick; Educational Resources Information Center (U.S.)
OCLC Number: 43335584
Notes: Shipping list no.: 2000-0201-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1999]. 1 microfiche.
Description: 1 volume
Other Titles: New directions in professional development
Responsibility: Rebecca Novick.

Abstract:

This publication examines the literature on promising practices in professional development, focusing on the role of effective inservice professional development in successful elementary school reform, promising practices, and results of a survey of educators from the northwest United States. After an introduction, Section 1 discusses "Learning in Our Nation's Schools: Simple-Minded or Muddle-Headed?" Section 2 focuses on "Teaching for Understanding." Section 3 examines "Barriers to Effective Professional Development and School Reform." Section 4 discusses "Inquiry-Based Professional Development." Section 5 focuses on "Collaboration with Children, Families, and Colleagues." Section 6 looks at "Cherry Valley Elementary School, Polson, Montana." The report concludes that effective professional development: is moving away from the model in which an expert transmits knowledge to teachers; is grounded in the questions and concerns of those who work closely with children; views teachers as intellectuals, leaders, peer coaches, and researchers; and allows ample opportunities for teachers and principals to engage in reflective study of teaching practices, experimentation, collaborative problem solving, and peer mentoring in a supportive climate. Two appendixes include the District Staff Development Activities Survey and data on how often teachers are included in several district-provided staff development activities. (Contains 107 references.) (Sm).

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