Teacher Professional Learning Using the Teacher Adaptive Practice Scale

Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)


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.


Learning Improvement Adaptive Teaching Classroom Observation 


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Copyright information

© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.School of EducationUNSW SydneySydneyAustralia
  2. 2.Research Centre for Teacher EducationBeijing Normal UniversityBeijingChina

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