MARC状态：审校 文献类型：西文图书 浏览次数：61
- 题名/责任者:
- The internal coherence framework : creating the conditions for continuous improvement in schools / Michelle L. Forman, Elizabeth Leisy Stosich, Candice Bocala.
- 出版发行项:
- Cambridge, Massachusetts : Harvard Education Press, [2017]
- ISBN:
- 9781682530177 (pbk.)
- 载体形态项:
- xiv, 255 pages ; 25 cm
- 个人责任者:
- Forman, Michelle L., author.
- 附加个人名称:
- Stosich, Elizabeth Leisy, author.
- 附加个人名称:
- Bocala, Candice, author.
- 论题主题:
- School improvement programs-United States.
- 论题主题:
- School management and organization-United States.
- 论题主题:
- Teacher effectiveness-United States.
- 论题主题:
- Academic achievement-United States.
- 论题主题:
- Educational change-United States.
- 论题主题:
- Educational leadership-United States.
- 论题主题:
- Teaching teams-United States.
- 中图法分类号:
- G571.2
- 书目附注:
- Includes bibliographical references and index.
- 内容附注:
- Foreword / Richard F. Elmore -- 1. Why internal coherence? -- 2. The internal coherence research project and clinical tools -- 3. Committing to public learning -- 4. Developing a vision for the instructional core -- 5. Assessing organizational capacity for instructional improvement -- 6. Developing a strategy for organizational learning -- 7. Supporting teams' shared learning -- 8. Efficacy for instructional improvement -- Afterword: Insights from the field / Rosalie Baker, Virginia Boris, and Linda Hauser -- Appendix A: Annotated internal coherence survey -- Appendix B: Protocols and readings by chapter -- Appendix C: Protocol: The case of Fran and Kevin.
- 摘要附注:
- The Internal Coherence Framework presents a system of research-based practices for assessing and developing the conditions that support adult and student learning in schools. Internal coherence is defined as the ability of educators in a school or system to connect and align resources to carry out an improvement strategy, engage in collective learning, and use that learning to provide students with richer educational opportunities. The internal coherence framework featured in the book brings together three important domains of research: leadership for learning, organizational improvement, and instructional efficacy. School or system leaders who progress through this book with colleagues will develop a shared vision for ambitious teaching and learning anchored in the instructional core; organize the work of the leadership and teacher teams to advance this vision; and build psychologically safe team, school, and system cultures to support the risk taking and constructive challenges necessary to move schools or systems to the next level of performance. At the heart of the book is a survey and rubric that can help schools better understand their strengths and weaknesses and the kinds of supports they need to support student learning. The book blends theory and practice to bring tested wisdom to bear on critical issues of education leadership and professional learning.--
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