| 000 -LEADER |
|---|
| fixed length control field |
03410cam a2200361 i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
20456824 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20230517064518.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
180401s2018 cau b 001 0 eng c |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2018006076 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781506328157 |
| Qualifying information |
(paperback ; |
| -- |
alkaline paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
1506328156 |
| Qualifying information |
(paperback ; |
| -- |
alkaline paper) |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)NEW |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
LBSOR/DLC |
| Language of cataloging |
eng |
| Transcribing agency |
LBSOR |
| Description conventions |
rda |
| Modifying agency |
DLC |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB 1731 |
| Item number |
.H37 2018 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
370.71/1 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Hargreaves, Andy, |
| Relator term |
author. |
| 9 (RLIN) |
18735 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Collaborative professionalism : |
| Remainder of title |
when teaching together means learning for all / |
| Statement of responsibility, etc |
Andy Hargreaves, Michael T. O'Connor. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
First edition. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xx, 147 pages ; |
| Dimensions |
22 cm. |
| 490 0# - SERIES STATEMENT |
|---|
| Series statement |
Corwin impact leadership series |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Includes bibliographical references and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
The case for collaborative professionalism -- Moving towards collaborative professionalism -- Open class & lesson study -- Collaborative curriculum planning networks -- Cooperative learning and working -- Collaborative pedagogical transformation -- Professional learning communities -- Ten tenets of collaborative professionalism -- The four Bs of collaborative professionalism -- Doing collaborative professionalism. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
"This book is about how teachers and other educators can and do collaborate. In a good way, collaboration can really get under the skin - and just how it does this, shifts from one culture to another. Something else we have learned by studying different examples of collaboration is how the ways that people collaborate are also changing over time. They are becoming more precise in their methods, more embedded in deeper professional relationships, and more widespread throughout everyday practice. At its best, collaboration is becoming more formal and more informal; more precise and more pervasive. Through the examples we have studied and the literature we have consulted, we believe there have been five evolutionary stages of professional collaboration. After a long period in which the culture of teaching was one of individualism and where professional collaboration was largely absent, the four succeeding stages have been ones of: 1. Emergence - professional collaboration is an alternative to individualism. 2. Doubt - some forms of professional collaboration are found to be too weak in their overreliance on talk rather than action. Others (known as contrived collegiality) are too forced when they are used to implement top-down mandates. 3. Design - specific models of professional collaboration are created in the form of professional learning communities, data teams, collaborative action research, and so on. 4. Transformation - professional collaboration transitions to deeper forms of collaborative professionalism that are more precise in their structures and methods."-- |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Teachers |
| General subdivision |
In-service training |
| Form subdivision |
Cross-cultural studies. |
| 9 (RLIN) |
18736 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Teachers |
| General subdivision |
Professional relationships |
| Form subdivision |
Cross-cultural studies. |
| 9 (RLIN) |
18737 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Professional learning communities |
| Form subdivision |
Cross-cultural studies. |
| 9 (RLIN) |
18738 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
O'Connor, Michael T. |
| Fuller form of name |
(Michael Thomas), |
| Dates associated with a name |
1986- |
| Relator term |
author. |
| 9 (RLIN) |
18739 |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
|---|
| a |
7 |
| b |
cbc |
| c |
orignew |
| d |
1 |
| e |
ecip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Books |
