Designing Professional Development for Change: A Guide for Improving Classroom Instruction by James A. Bellanca - PDF free download eBook

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  • Published: Sep 03, 2015
  • Reviews: 125

Brief introduction:

Generate systemic change with practical methods for designing professional development experiences that result in a high level of transfer into the classroom and sustainable improvement.riculum, with the theme, “not just for the test but for a...

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Details of Designing Professional Development for Change: A Guide for Improving Classroom Instruction

ISBN
9781412965453
Publication date
Age range
18+ Years
Book language
ENG
Pages
128
Format
PDF, EPUB, FB2, FB3
Quality
High quality scanned pages
Dimensions
6.10 (w) x 9.10 (h) x 0.50 (d)
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Some brief overview of this book

Generate systemic change with practical methods for designing professional development experiences that result in a high level of transfer into the classroom and sustainable improvement.

riculum, with the theme, “not just for the test but for a lifetime of learning.” Currently, Bellanca is building on the theories of cognitive psychologist Reuven Feuerstein to develop more effective responses to the learning needs of low-performing students whose academic achievement continues to lag behind those who have greater learning advantages.

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A few words about book author

James Bellanca founded SkyLight Professional Development in 1982. As its president, he mentored more than a dozen author-consultants as he led SkyLight in pioneering the use of strategic teaching and comprehensive professional development. Prior to meta-analyses that marked the effectiveness of cooperative learning, graphic organizers, and other cognitive strategies on student achievement, Bellanca coauthored more than a dozen texts that advocated the application of these tools across the curriculum, with the theme, “not just for the test but for a lifetime of learning.” Currently, Bellanca is building on the theories of cognitive psychologist Reuven Feuerstein to develop more effective responses to the learning needs of low-performing students whose academic achievement continues to lag behind those who have greater learning advantages.

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