Abstract
This chapter proposes a combined classroom observation and learning improvement programme based on the model of adaptive teaching presented in this study. This proposal positions this research programme within the science of learning improvement that values the development of rigorous yet usable measures that have direct application to the improvement of learning conditions for students in classrooms. It does this through a brief review of the principles of effective professional learning before examining what the emerging field of learning implementation and improvement science might add to these principles. It then applies these principles to three proposals for teacher professional learning that employs the teacher adaptive practice scale as a diagnostic and improvement measure.
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Loughland, T. (2019). Teacher Professional Learning Using the Teacher Adaptive Practice Scale. In: Teacher Adaptive Practices. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-6858-5_5
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