000			03490nam a22003855i 4500
001			283548
003			MX-SnUAN
005			20201022101614.0
007			cr nn 008mamaa
008			150903s2009 ne | o |||| 0|eng d
020			_a9781402069178 _99781402069178
024	7		_a10.1007/9781402069178 _2doi
035			_avtls000335821
039		9	_a201509030816 _bVLOAD _c201404300307 _dVLOAD _y201402041333 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLB2801-3095
100	1		_9433335 _aEarl, Lorna M. _q(Lorna Maxine), _d1948- _eautor.
245	1	0	_aProfessional Learning Conversations: Challenges in Using Evidence for Improvement / _cedited by Lorna M. Earl, Helen Timperley.
264		1	_aDordrecht : _bSpringer Netherlands, _c2009.
300			_axiv, 132 páginas _brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aProfessional Learning and Development in Schools and Higher Education ; _v1
500			_aSpringer eBooks
505	0		_aUnderstanding How Evidence and Learning Conversations Work -- Raising Student Achievement in Poor Communities Through Evidence-Based Conversations -- Structuring Talk About Teaching and Learning: The Use of Evidence in Protocol-Based Conversation -- Leadership for Evidence-Informed Conversations -- A Cross-Grade Learner Conversation -- Evidence-Informed Conversations Making a Difference to Student Achievement -- Honey, Wooden Spoons, and Clay Pots: The Evolution of a Lithuanian Learning Conversation -- Learning to Think and Talk from Evidence: Developing System-wide Capacity for Learning Conversations -- Learning Conversations Stillborn: Distrust and Education Policy Dialogue in South Africa -- Using Conversations to Make Sense of Evidence: Possibilities and Pitfalls.
520			_aThis volume provides informed arguments, theory and practical examples based on research about what it looks like when educators, policy makers, and even students, try to rethink and change their practices by engaging in evidence-based conversations to challenge and inform their work. It allows the reader to experience these conversations. Each story reveals the depth of thinking that change requires and gives important insights into the challenge associated with changing thinking and practice. Some of the stories are encouraging and others are frustrating. Taken together, they give tremendous insight into "what it takes" for conceptual change that will fundamentally shift educational practice. "This book moves beyond just promoting the use of evidence to examining just what is known and how it occurs in a range of settings, especially in interaction with others. This type of book will be key in a desired move to where professional educators reestablish their knowledge and responsibility base in educational policy and practice." Bill Mullford, Professor of Education, University of Tasmania
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aTimperley, Helen. _eeditor. _9311127
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9781402069161
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-6917-8 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c283548 _d283548