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Learning-Driven Schools: A Practical Guide for Teachers and Principals


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Many teachers are trained to approach their work with a set of teaching strategies and lessons that changes little over time. Because they are focused on how they teach, rather than on how their students learn, teachers use the same techniques day after day, making no adjustments for students' different learning needs.

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Planning for Learning

About the authors

Barry Beers has been a middle and high school administrator for 21 years. In 1988, he received a Doctorate in Educational Administration from the College of William and Mary. His dissertation was titled A Study of the Relationship Between Student Achievement and Teacher-Student Interaction in Secondary Classrooms. He also was an adjunct professor at the College of William and Mary and an educational consultant. He was named the Outstanding Principal in Virginia for 1992 to 1994.

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