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Presents compelling research about changes in classroom practice that are likely to impact student achievement.
“Few academics can digest a complex array of research findings, draw coherent conclusions from that research, then describe these conclusions in a manner comprehensible to mere mortals. Dylan Wiliam can, and he’s done it again in this exciting new analysis of how to enhance teachers’ skills. For school leaders and educational policymakers, this is mandatory reading.”
“Leadership for Teacher Learning steps back from school improvement practice, argues forcefully for its relevance in terms of the social and scientific context of schools, defines the practice in terms that eliminate any confusion, spells out specifically how to implement it, and provides practical details about how to place that practice in teachers’ hands. Dylan’s exhaustive and impeccable scholarship presents the most compelling and advanced argument for embracing the practice of classroom formative assessment.”
