Teachers Caught In The Action
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Author |
: Ann Lieberman |
Publisher |
: Teachers College Press |
Total Pages |
: 280 |
Release |
: 2001-04-27 |
ISBN-10 |
: 0807740993 |
ISBN-13 |
: 9780807740996 |
Rating |
: 4/5 (93 Downloads) |
Synopsis Teachers Caught in the Action by : Ann Lieberman
Because what we do in staff development can best be understood in terms of Contexts, Strategies, and Structures, the remainder of the book features distinguished educators who write from their own unique experiential and theoretical stances. Jacqueline Ancess describes how teachers in New York City secondary schools increase their own learning while improving student outcomes • Milbrey W. McLaughlin and Joel Zarrow demonstrate how teachers learn to use data to improve their practice and meet educational standards • Lynne Miller presents a case study of a long-lived school, university partnership • Beverly Falk recounts stories of teachers working together to develop performance assessments, to understand their student’s learning, to re-think their curriculum, and much more • Laura Stokes analyzes a school that successfully uses inquiry groups. There are further contributions (including some from novice teachers) by Anna Richert Ershler, Ann Lieberman, Diane Wood, Sarah Warshauer Freedman, and Joseph P. McDonald. These powerful exemplars from practice provide a much-needed overview of what matters and what really works in professional development today.
Author |
: Peter Moore |
Publisher |
: Viking Children's Books |
Total Pages |
: 280 |
Release |
: 2005 |
ISBN-10 |
: PSU:000056776997 |
ISBN-13 |
: |
Rating |
: 4/5 (97 Downloads) |
Synopsis Caught in the Act by : Peter Moore
Everyone believes that sophomore honors student Ethan Lederer is a top-notch scholar and a great guy, but a new student helps Ethan to discover and disclose that he is just acting a role, even as she reveals her own mental instability.
Author |
: Christopher Day |
Publisher |
: McGraw-Hill Education (UK) |
Total Pages |
: 336 |
Release |
: 2005-12-16 |
ISBN-10 |
: 9780335224760 |
ISBN-13 |
: 0335224768 |
Rating |
: 4/5 (60 Downloads) |
Synopsis EBOOK: International Handbook on the Continuing Professional Development of Teachers by : Christopher Day
“Christopher Day and Judyth Sachs have done a remarkable job of pulling together an outstanding collection of essays on professional development that reflect its stunning diversity in different regions around the world. They have done for readers what no one else has accomplished in nearly a quarter century: Combine in a single volume a clear and concise description of professional development’s past, present, and projected future internationally.” Thomas R. Guskey, University of Kentucky. "an engaging text through out and can be dipped in to or read from beginning to end... The editors and authors of this book have done a great service to teachers and professional development educators worldwide" Journal of Inservice Education This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: A review of current CPD literature Discussion of the politics, policies and purposes of CPD Case studies from Europe, USA, Australia, Asia, Africa and South America A synthesis of research and future research possibilities The book comprises a fascinating mix of conceptual framing, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems. Contributors: Beatrice Avalos, Ray Bolam, Pam Christie, Marion Dadds, Christopher Day, John Elliott, Susan Groundwater-Smith, Shirley Grundy, Ken Harley, Alma Harris, Geert Kelchtermans, Geoff Lindsay, Judith Warren Little, Agnes McMahon, Daniel Muijs, Alan Penny, Judith Robison, Judyth Sachs, Ciaran Sugrue, David Tripp
Author |
: Eleanor Drago-Severson |
Publisher |
: Corwin Press |
Total Pages |
: 249 |
Release |
: 2004-03-12 |
ISBN-10 |
: 9781483360614 |
ISBN-13 |
: 148336061X |
Rating |
: 4/5 (14 Downloads) |
Synopsis Helping Teachers Learn by : Eleanor Drago-Severson
"Drago-Severson has created an indispensable resource for anyone who wants to learn how to be a school′s ′principal adult educator.′" —Robert Kegan, Meehan Professor of Adult Learning and Professional Development Harvard University Graduate School of Education "Helping Teachers Learn is a remarkably ambitious and comprehensive work that describes how principals may effectively exercise leadership in support of teacher learning within schools. The book is an extraordinary treasure chest of real-world examples, insights, and uncommon sense." —Richard H. Ackerman Author, The Wounded Leader A new learning-oriented leadership model to help principals support teacher development and growth! How can you, as a principal, create opportunities for teacher learning that really work to support teachers with different needs and preferences? There is wide agreement that the best teacher development is informal, diverse, democratic, school-based, and continuous. The best programs ignite and sustain teachers′ excitement in learning, growing, and changing their classroom practices. Drago-Severson presents case studies from 25 diverse schools across the U.S. and examines strategies that help shape a school climate of teacher support, growth, and learning. In addition, she suggests many creative solutions to secure any resources needed to implement this learning-oriented professional growth model. Concepts covered in Helping Teachers Learn include: A new model of learning-oriented leadership that can be tailored to particular settings or individuals Adult learning principles that inform teacher growth and development, and why they are essential to effective teacher development programs The Four Pillars: teaming, providing leadership roles, engaging in collegial inquiry, and mentoring Real-world examples of principals sharing leadership, building community, and managing change Enhance your professional development model to better support teacher growth and development, as well as your own self-development as a principal.
Author |
: Kira J. Baker-Doyle |
Publisher |
: Harvard Education Press |
Total Pages |
: 294 |
Release |
: 2021-03-04 |
ISBN-10 |
: 9781682530344 |
ISBN-13 |
: 1682530345 |
Rating |
: 4/5 (44 Downloads) |
Synopsis Transformative Teachers by : Kira J. Baker-Doyle
cTransformative Teachers offers an insightful look at the growing movement of civic-minded educators who are using twenty-first-century participatory practices and connected technologies to organize change from the ground up. Kira J. Baker-Doyle highlights the collaborative, grassroots tactics that activist teachers are implementing to transform their profession and pursue greater social justice and equity in education. The author provides a framework and practical suggestions for charting the path to transformative teacher leadership as well as suggestions for how others, including administrators and outside organizations, can support them. In addition, the book profiles fifteen transformative teachers who are changing the face of education, features three case studies of organizational allies (Edcamps, the Philadelphia Education Fund, and the Connected Learning Alliance), and includes insights from a wide range of educational leaders. A guide to the norms and practices of innovative educators, Transformative Teachers offers a clear and compelling vision of the potential for grassroots change in education.
Author |
: Betty Lou Whitford |
Publisher |
: State University of New York Press |
Total Pages |
: 211 |
Release |
: 2012-02-01 |
ISBN-10 |
: 9781438430621 |
ISBN-13 |
: 1438430620 |
Rating |
: 4/5 (21 Downloads) |
Synopsis Teachers Learning in Community by : Betty Lou Whitford
Raises provocative questions about the efficacy, viability, and sustainability of professional learning communities. This book raises provocative questions about the efficacy, viability, and sustainability of professional learning communities given the present political and structural realities of public schools. The culmination of six years of research in five states, it explores real world efforts to establish learning communities as a strategy for professional development and school improvement. The contributors look at the realities of these communities in public schools, revealing power struggles, logistical dilemmas, cultural conflicts, and communication problems—all forces that threaten to dismantle the effectiveness of learning communities. And yet, through robust and powerful descriptions of particularly effective learning communities, the authors hold out promise that they might indeed make a difference. Anyone persuaded that learning communities are the new “magic bullet” to fix schools needs to read this book, including teacher educators, educational leaders and practitioners, professional developers, and educational leadership faculty. Betty Lou Whitford is Professor of Education and Dean of the College of Education and Human Development at the University of Southern Maine, and the coeditor (with Ken Jones) of Accountability, Assessment, and Teacher Commitment: Lessons from Kentucky’s Reform Efforts, also published by SUNY Press. Diane R. Wood is Associate Professor of Initiatives in Educational Transformation at George Mason’s College of Education and Human Development, and the coauthor (with Ann Lieberman) of Inside the National Writing Project: Connecting Network Learning and Classroom Teaching.
Author |
: Xiaolei Zhang |
Publisher |
: Taylor & Francis |
Total Pages |
: 240 |
Release |
: 2022-07-29 |
ISBN-10 |
: 9781000618877 |
ISBN-13 |
: 1000618870 |
Rating |
: 4/5 (77 Downloads) |
Synopsis How Do Teachers Learn Together? by : Xiaolei Zhang
Based on case studies of Chinese teachers in Shanghai and their workplace learning within the context of reform, this book examines how Chinese teachers learn together when they engage in school-based learning activities. Since the New Curriculum Reform in China in 2001, school-based teaching research groups (TRGs) (Jiaoyanzu) have played an important role in changing teacher learning approaches. Informed by organizational learning frameworks and organizational knowledge theory, the author examines the processes and effects of teacher learning in school-based settings, particularly the role of school leadership in the learning and change of in-service teachers. Implications of sustainably optimizing the school-based teacher learning communities for school improvement are also discussed. The book will be helpful and valuable for policymakers, school leaders, researchers, students, teachers, and other educational practitioners in understanding the distinctive features of school-based teachers’ learning in China.
Author |
: Elena Jurasaite-O’Keefe |
Publisher |
: Routledge |
Total Pages |
: 259 |
Release |
: 2021-07-15 |
ISBN-10 |
: 9781000422221 |
ISBN-13 |
: 1000422224 |
Rating |
: 4/5 (21 Downloads) |
Synopsis Individual, School, and National Factors Impacting Teachers’ Workplace Learning by : Elena Jurasaite-O’Keefe
By drawing on observation and detailed discourse analysis from interviews with teachers in Lithuanian and North American schools, this text identifies individual, school-specific, and national factors which impact teachers’ informal professional learning. Addressing multiple layers of teacher learning, this text illustrates how factors including socio-economic status, individual learning style, cultural attitudes to education, and political histories support or impede workplace learning. Drawing on three fields of research—teacher education, cultural anthropology, and comparative international—the book posits teacher learning as a multidimensional socio-cultural process. Finally combining a typology of informal learners with other policy-driven factors, the text indicates how practices at school, district, and national levels might stimulate workplace learning. Offering methodological innovations including unique research design and creative ways of using discourse analysis, this book will be of particular use to researchers and doctoral students in education, organizational and educational psychology, cultural anthropology, management, and beyond.
Author |
: Linda Darling-Hammond |
Publisher |
: John Wiley & Sons |
Total Pages |
: 640 |
Release |
: 2017-07-27 |
ISBN-10 |
: 9781119461166 |
ISBN-13 |
: 1119461162 |
Rating |
: 4/5 (66 Downloads) |
Synopsis Preparing Teachers for a Changing World by : Linda Darling-Hammond
Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing World recommends the creation of an informed teacher education curriculum with the common elements that represent state-of-the-art standards for the profession. Written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational policymakers, the book addresses the key foundational knowledge for teaching and discusses how to implement that knowledge within the classroom. Preparing Teachers for a Changing World recommends that, in addition to strong subject matter knowledge, all new teachers have a basic understanding of how people learn and develop, as well as how children acquire and use language, which is the currency of education. In addition, the book suggests that teaching professionals must be able to apply that knowledge in developing curriculum that attends to students' needs, the demands of the content, and the social purposes of education: in teaching specific subject matter to diverse students, in managing the classroom, assessing student performance, and using technology in the classroom.
Author |
: Boyce Courtney Williams |
Publisher |
: Peter Lang |
Total Pages |
: 190 |
Release |
: 2008 |
ISBN-10 |
: 1433101319 |
ISBN-13 |
: 9781433101311 |
Rating |
: 4/5 (19 Downloads) |
Synopsis Preparing Effective Teachers of Reading by : Boyce Courtney Williams
Preparing Effective Teachers of Reading will show educators and administrators (K-12 and higher education) how a higher education initiative used collaboration and partnerships to respond to one of the greatest needs facing the nation--improving the reading achievement of poor and minority children. The book will also provide readers with a forum for understanding scientifically-based reading research (SBRR) and instruction, and the five essential components of reading. In addition, the book will showcase, through evaluation findings and a case study, how diverse geographic, ethnic, and racial institutions are creating national models for bridging the achievement gap in reading, teaching reading, preparing new teachers, and engaging key stakeholders by transforming curricula and syllabi, establishing reading centers, and providing directed teaching and tutoring experiences for candidates.