LEADER 03492nam 22005415 450 001 9910349477703321 005 20220428170324.0 010 $a9789811307683 010 $a9811307687 024 7 $a10.1007/978-981-13-0768-3 035 $a(CKB)4940000000125613 035 $a(MiAaPQ)EBC5419684 035 $a(DE-He213)978-981-13-0768-3 035 $a(EXLCZ)994940000000125613 100 $a20180607d2018 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Practices of School Middle Leadership $eLeading Professional Learning /$fby Peter Grootenboer 205 $a1st ed. 2018. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2018. 215 $a1 online resource (XVII, 196 p. 15 illus.) 311 08$a9789811307669 311 08$a9811307660 327 $a1 Introduction to Middle Leading -- 2 Theories and Models of Educational Leadership -- 3 Practice Philosophy and Theories -- 4 Investigating Middle Leading -- 5 The Practices of Middle Leading -- 6 Middle-Leading within Practice Architectures -- 7 The Ecological Arrangement of Middle-Leading Practices -- 8 Site-based Staff Development Practices -- 9 The Praxis of Leading in the Middle. 330 $aThis book uses practice theory to examine the role of ?middle-leadership?. In particular, it investigates the practices of ?leading in the middle? in the cultural-discursive, material-economic, and social-political domains ? i.e., the sayings, doings and relatings of middle leading. This perspective acknowledges the ecological arrangement of leading practices in schools, and the necessity of considering the unavoidable reality of the site. The analysis is used to promote the need to view leading in the middle as a form of praxis ? a morally and ethically informed practice that requires thoughtful decision-making and action in situations where the outcomes are not always clear. This book focuses on the practice of leading for those in ?middle management? positions in primary and secondary schools, such as those responsible for curriculum leadership, including senior teachers, assistant principals, and curriculum leaders. In their positions that bridge ?management? and ?the classroom? they are significant leaders in promoting and sustaining effective pedagogy for good learning outcomes, and they have to continue to provide high-quality teaching in their own classrooms, while simultaneously being a mentor, coach, supporter and evaluator for their colleagues. 606 $aSchool management and organization 606 $aSchool management and organization 606 $aEducation and state 606 $aEarly childhood education 606 $aOrganization and Leadership 606 $aEducational Policy and Politics 606 $aEarly Childhood Education 615 0$aSchool management and organization. 615 0$aSchool management and organization. 615 0$aEducation and state. 615 0$aEarly childhood education. 615 14$aOrganization and Leadership. 615 24$aEducational Policy and Politics. 615 24$aEarly Childhood Education. 676 $a371.2 700 $aGrootenboer$b Peter$4aut$4http://id.loc.gov/vocabulary/relators/aut$01059699 906 $aBOOK 912 $a9910349477703321 996 $aThe Practices of School Middle Leadership$92540753 997 $aUNINA LEADER 03184nam 2200733Ia 450 001 9910966183103321 005 20241226111249.0 010 $a9781452280523 010 $a1452280525 010 $a9781452209456 010 $a1452209456 010 $a9781412957267 010 $a1412957265 035 $a(CKB)2670000000262804 035 $a(EBL)996248 035 $a(OCoLC)811490191 035 $a(SSID)ssj0000675612 035 $a(PQKBManifestationID)12321645 035 $a(PQKBTitleCode)TC0000675612 035 $a(PQKBWorkID)10689130 035 $a(PQKB)10563684 035 $a(MiAaPQ)EBC996248 035 $a(OCoLC)1007858699 035 $a(StDuBDS)EDZ0000077442 035 $a231066 035 $a(MiAaPQ)EBC1993397 035 $a(Au-PeEL)EBL1993397 035 $a(EXLCZ)992670000000262804 100 $a20080618d2009 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$a4 powerful strategies for struggling readers, grades 3-8 $esmall group instruction that improves comprehension /$fLois A. Lanning ; foreword by Joseph Yukish 205 $a1st ed. 210 $aThousand Oaks, Calif. $cCorwin Press ;$a[Newark, Del.?] $cInternational Reading Association$dc2009 215 $a1 online resource (xvii, 157 p.) $cill 300 $aDescription based upon print version of record. 311 08$a9781452219042 311 08$a1452219044 311 08$a9781412957274 311 08$a1412957273 320 $aIncludes bibliographical references (p. 149-151) and index. 327 $aContents; Foreword; Preface; Acknowledgments; About the Author; 1 - Foundations; 2 - Gradual Release to Accelerate Progress; 3 - Putting the Strategies Into Practice; 4 - Putting the Strategies Into Practice; 5 - Putting the Strategies Into Practice; 6 - Putting the Strategies Into Practice; 7 - Conclusion; Glossary: Defining Terms: Are We Speaking the Same Language?; Appendix 1: Thinking About How We Use Strategies to Comprehend; Appendix 2: Lesson Observation Form; References; Index 330 8 $aSorting through the myriad of reading strategies and skills listed in state standards, local curricula, basal readers, and professional publications, the author here identifies and emphasizes four 'power strategies' worth spending time teaching when the goal is understanding text: summarizing, making meaningful connections, self-regulating, and inferring. 517 3 $aFour powerful strategies for struggling readers, grades 3-8 606 $aReading comprehension$xStudy and teaching (Elementary) 606 $aReading comprehension 606 $aReading (Elementary) 606 $aEffective teaching 615 0$aReading comprehension$xStudy and teaching (Elementary) 615 0$aReading comprehension. 615 0$aReading (Elementary) 615 0$aEffective teaching. 676 $a372.47 700 $aLanning$b Lois A$01860024 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910966183103321 996 $a4 powerful strategies for struggling readers, grades 3-8$94464477 997 $aUNINA