|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910532818403321 |
|
|
Autore |
Sweeney Diane |
|
|
Titolo |
Student-centered coaching : a guide for K-8 coaches and principals / / Diane Sweeney |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Thousand Oaks, California : , : Corwin |
|
London : , : SAGE, , 2011 |
|
©2011 |
|
|
|
|
|
|
|
|
|
ISBN |
|
1-5443-0307-6 |
1-4522-3869-3 |
1-4522-2383-1 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (xiii, 212 pages) : illustrations |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Mentoring in education - United States |
Academic achievement - United States |
School improvement programs - United States |
Education, Elementary - United States |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references (p. 199-200) and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Contents; About the Author; Introduction: Why This Book? Why Now?; Section I: Establishing Student-Centered Coaching; 1 - The Next Generation of Coaching . . . Coaching Student Learning; 2 - Getting Student-Centered Coaching Up and Running; 3 - Crafting a Culture of Learning; Section II: Data as an Essential Component of Student-Centered Coaching; 4 - Data and Student-Centered Coaching; 5 - Measuring the Impactof Student-Centered Coaching; Section III: Practices for Student-Centered Coaching; 7 - Developing Systems and Structures for Teacher Learning; 8 - Engaging theAdult Learner |
9 - Developing Systems and Structures to Support CoachesResource A: Tools for the Assessment and Evaluation of Coaching; Resource B: Agreements; Resource C: Tools for Note Taking and Documentation; Resource D: Books and Journals to Support Student-Centered Coaching; References; Index |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
Grounded in a simple but powerful premise, that school-based coaching can be designed to directly impact student learning; when the |
|
|
|
|