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Reframing Professional Learning by Bradley A. Ermeling & Genevieve Graff-Ermeling - November 08, 2016Research and observations suggest that many collaborative teacher teams in the United States are constrained by existing images of practice. One promising way to counteract these persistent images is to provide educators with a compelling new image or metaphor that helps to “reset” or “reframe” the activity.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Bradley Ermeling
UCLA and Stanford E-mail Author BRADLEY A. ERMELING, Independent Researcher and Consultant, Member of research team from UCLA and Stanford.
- Genevieve Graff-Ermeling
Concordia International School Shanghai E-mail Author GENEVIEVE GRAFF-ERMELING, Assistant Head of School – Teaching and Learning, Concordia International School Shanghai.
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