Boston: Pearson. Oliver, B. (1980). Action research for inservice training. Educational Leadership, 37(5), 394–395. Parsons, R. D., & Brown, K. S. (2002). Teacher as reflective practitioner and action researcher.
This is a valuable resource for any educational leader who wishes to become a ′head learner.′" —Arthur L. Costa, Professor Emeritus California State University, Sacramento "Hord and Sommers create a powerful bridge between the ...
Become disciplined and deliberative with data as you design and implement program improvements to enhance student learning. This book delves into the five habits of inquiry that contribute to professional learning.
Provides recommendations on ways to improve school performance.
Discover how Whole-Faculty Study Groups (WFSGs) use collaborative action research to involve an entire professional learning community in improving staff and school performance.
This timely book describes the work of the School Improvement Network, a partnership in which university professors and graduate students collaborated with K–12 school leaders and teachers to design, implement,...
Kegan, R., & Lahey, L. (2001). How the way we talk can change the way we work: Seven languages for transformation. San Francisco: JosseyBass. Kendall, J., & Marzano, R. J. (2000). Content knowledge: A compendium of standards and ...
Principal Deb Hoffman recognized that traditional service delivery models often served to perpetuate the very obstacles to learning they were originally designed to overcome. Her development of an Integrated Service Delivery model ...
This book demonstrates how a professional learning community can increase teacher growth and student achievement.
Discover how Whole-Faculty Study Groups (WFSGs) use collaborative action research to involve an entire professional learning community in improving staff and school performance.