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"The Professional Development of Teachers: Practice and Theory" by Philip Adey

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quot The Professional Development of Teachers Practice and Theory quot by Philip Adey

"The Professional Development of Teachers: Practice and Theory" by Philip Adey with Gwen Hewitt, John Hewitt and Nicolette Landau
Кluwеr Асаdеmiс Рublishеrs | 2004 | ISBN: 1306485184 1402020058 9781402020056 | 218 pages | PDF/djvu | 5/2 MB

This book integrates in a unique way all that is known about changing teachers' practice, the key to all educational development. All attempts to 'raise standards' or to 'make schools relevant to the 21st century' rest on helping teachers to develop new skills. The Professional Development of Teachers: Practice and Theory draws on the author's 30 years of experience, on a series of new empirical studies, and on the extensive literature on staff development to develop an integrated model of effective professional development.

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The model relates concepts of belief change, collegiality, school ethos, school and local government leaders, as well as key features of effective PD programmes such as longevity, constructivism, theory-bases, and coaching. It has theoretical validity and can be used as a practical guide to anyone involved in educational change: teachers, researchers, curriculum innovators, school leaders, university staff, educational policy makers, local government and government Ministers. In spite of its deep scholarly roots, this book is written in a lively, accessible style. It will challenge established theoreticians in the field while providing very direct advice to practitioners.

CONTENTS
Abbreviations and Notes
PART 1: THE ISSUES AND SOME ATTEMPTED SOLUTIONS
1 Introduction
2 Evolving principles: experience of two large scale programmes
3 Professional development for cognitive acceleration: initiation
4 Professional development for cognitive acceleration: elaboration
PART 2: EMPIRICAL EVIDENCE
5 Measurable effects of cognitive acceleration
6 Testing an implementation model
7 A long-term follow-up of some CASE schools
8 Teachers in the school context
9 Making the process systemic: evaluation of an authority programme
PART 3: MODELLING PROFESSIONAL DEVELOPMENT
10 Researching professional development: Just how complex is it?
11 Elaborating the model
12 Evidence-based policy?
References
Index
with TOC BookMarkLinks

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