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|a LB1027
|b .F676 2017
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| 100 |
1 |
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|a Forman, Michelle L.
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| 245 |
1 |
4 |
|a The internal coherence framework :
|b creating the conditions for continuous improvement in schools /
|c Michelle L. Forman, Elizabeth Leisy Stosich, Candice Bocala.
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| 260 |
|
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|a Cambridge, Mass. :
|b Harvard Education Press,
|c c2017.
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| 300 |
|
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|a xiv, 255 p. :
|b il. ;
|c 24 cm.
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| 504 |
|
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|a Incluye referencias bibliográficas (p. 233-245) e índice.
|
| 505 |
0 |
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|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.
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| 520 |
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|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." --Descripción del editor.
|
| 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.
|
| 650 |
|
7 |
|a Programas de mejora de la eficacia escolar
|z Estados Unidos.
|2 UDESA
|
| 650 |
|
7 |
|a Escuelas
|x Administración y organización
|z Estados Unidos.
|2 UDESA
|
| 650 |
|
7 |
|a Maestros
|x Efectividad
|z Estados Unidos.
|2 UDESA
|
| 650 |
|
7 |
|a Logro académico
|z Estados Unidos.
|2 UDESA
|
| 650 |
|
7 |
|a Cambio educativo
|z Estados Unidos.
|2 UDESA
|
| 650 |
|
7 |
|a Liderazgo educativo
|z Estados Unidos.
|2 UDESA
|
| 650 |
|
7 |
|a Equipos pedagógicos
|z Estados Unidos.
|2 UDESA
|
| 700 |
1 |
|
|a Stosich, Elizabeth Leisy.
|
| 700 |
1 |
|
|a Bocala, Candice.
|