机读格式显示(MARC)
- 000 03561cam a2200421 i 4500
- 008 170110s2017 mau b 001 0 eng c
- 020 __ |a 9781682530177 (pbk.)
- 040 __ |a MH/DLC |b eng |c MH |e rda |d DLC
- 050 00 |a LB1027 |b .F623 2017
- 100 1_ |a Forman, Michelle L., |e author.
- 245 04 |a The internal coherence framework : |b creating the conditions for continuous improvement in schools / |c Michelle L. Forman, Elizabeth Leisy Stosich, Candice Bocala.
- 264 _1 |a Cambridge, Massachusetts : |b Harvard Education Press, |c [2017]
- 300 __ |a xiv, 255 pages ; |c 25 cm
- 336 __ |a text |2 rdacontent
- 337 __ |a unmediated |2 rdamedia
- 338 __ |a volume |2 rdacarrier
- 504 __ |a Includes bibliographical references and index.
- 505 0_ |a 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.
- 520 __ |a 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.-- |c Provided by publisher.
- 650 _0 |a School improvement programs |z United States.
- 650 _0 |a School management and organization |z United States.
- 650 _0 |a Teacher effectiveness |z United States.
- 650 _0 |a Academic achievement |z United States.
- 650 _0 |a Educational change |z United States.
- 650 _0 |a Educational leadership |z United States.
- 650 _0 |a Teaching teams |z United States.
- 700 1_ |a Stosich, Elizabeth Leisy, |e author.
- 700 1_ |a Bocala, Candice, |e author.
- 950 __ |a JHUL |b G571.2 |c F724