Student Achievement through Staff Development

By Bruce Joyce; Beverly Showers et al. | Go to book overview

Index
Note: Page numbers followed by f indicate figures.
academic background, in University City study, 183
“accepting” belief system
example of, 164–171
in Iowa Association of School
Boards study, 178
active consumer, as growth state, 103, 152
activity levels, in states of growth, 150–154
Adorno, Heinrich, 160
alphabet, in kindergarten literacy program, 135–136, 136f, 188
American Educational Research
Association, 37
Ames study, 157
behavioral model of teaching, 43
belief systems, 164–171, 178
Blades, Elaine, 128
Buckton, Margaret, 177
Cairns, Christine, 128
Calderon, Margarita, 50
Calhoun, Emily, 19, 128, 164, 179
California Staff Development Study, 147
California Test of Basic Skills
and Just Read, 15, 18
and Second Chance/Read to
Succeed, 24f
Canadian Tests of Basic Skills, and Second Chance/Read to Succeed, 23–25, 24f
Carran, Nina, 179
case studies, 11–35
content in, 11
goals in, 12
implementation in, 12
inquiry in, 12
learning from, 33–35
of organizational climate, 164–170
staff development in, 12
categorical programs, 41–42
celebrations, in Just Read, 16–17
Center for Research on Effective Schooling for Disadvantaged Students, and Success for All, 27–28
Center for the Study of Evaluation, and Just Read, 18
change
cognitive demands of, 81
faculty response to, 34–35, 146
student response to, 80–81
teaching experience and, 107, 108f, 157
through staff development, research on, 5–6
charming the response, in questionnaires, 124–125
classification, in kindergarten literacy program, 137–138
coaching. See peer coaching
cognitive coaching, 90
collaborative planning, formats and
structures for, 92–93
collective component, of evaluation of
staff development, 125
collegial coaching, 90
complexity, in training, 71–73, 72f
comprehension skills, in Second
Chance/Read to Succeed, 21, 21f
conceptual systems theory, 147, 154– 155
confrontation, as stimulus to inquiry, 48
content
in case studies, 11
of staff development, 59–68
curriculum in, 64
decision-makers in, 59–60
district-selected, 66–68
evaluation of, 121–122

-208-

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