What does it mean to be a "lead learner" in a school? What does it
mean to be a "learning organization"? This book takes up those
questions by advancing a concept of the school as a learning
organization in which prescribed expectations and experiential
professional judgment don't have to be (and in fact shouldn't be)
oppositional and incompatible. The authors refer to this particular
type of learning organization as an "intelligent, responsive"
school.
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