TY - BOOK ID - 14295474 TI - Professional learning conversations : challenges in using evidence for improvement AU - Earl, Lorna M. AU - Timperley, Helen. PY - 2008 SN - 1402069162 9048123569 9786611222963 1282018442 9786612018442 1281222968 1402069170 PB - [Dordrecht] : Springer, DB - UniCat KW - Educatiobn. KW - Education -- Research. KW - Eudcational research. KW - Education KW - Social Sciences KW - Theory & Practice of Education KW - Education and state. KW - Educational research KW - Education policy KW - Educational policy KW - State and education KW - Research. KW - Government policy KW - Education. KW - School management and organization. KW - School administration. KW - Educational policy. KW - Administration, Organization and Leadership. KW - Educational Policy and Politics. KW - Learning & Instruction. KW - Social policy KW - Endowment of research KW - Educational administration KW - Inspection of schools KW - School administration KW - School inspection KW - School operation policies KW - School organization KW - Schools KW - Educational planning KW - Management KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Instruction KW - Pedagogy KW - Schooling KW - Students KW - Youth KW - Civilization KW - Learning and scholarship KW - Mental discipline KW - Teaching KW - Training KW - Inspection KW - Management and organization KW - Learning. KW - Instruction. KW - Learning process KW - Comprehension KW - Administration, Educational KW - Operation policies, School KW - Policies, School operation KW - Organization UR - https://www.unicat.be/uniCat?func=search&query=sysid:14295474 AB - This 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. ER -