LEADER 03839nam 2200625 450 001 9910480544803321 005 20170822145126.0 010 $a1-4833-6076-8 010 $a1-4833-6295-7 035 $a(CKB)3710000000456210 035 $a(EBL)1650042 035 $a(OCoLC)932344174 035 $a(SSID)ssj0001531235 035 $a(PQKBManifestationID)12537197 035 $a(PQKBTitleCode)TC0001531235 035 $a(PQKBWorkID)11532785 035 $a(PQKB)10033955 035 $a(MiAaPQ)EBC1994865 035 $a(EXLCZ)993710000000456210 100 $a20150822h20042004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aReflective analysis of student work $eimproving teaching through collaboration /$fNorene J. Bella ; cover designer, Tracy E. Miller 210 1$aThousand Oaks, California :$cCorwin Press,$d2004. 210 4$d©2004 215 $a1 online resource (145 p.) 300 $aDescription based upon print version of record. 311 $a0-7619-4598-9 311 $a0-7619-4597-0 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Preface; Why This Book and Why Now?; A Different Approach to Professional Development; Organization and Contents; Acknowledgments; About the Author; Chapter 1 - What are the Benefits of Analyzing Student Work?; The Learner-Centered Classroom; The Collaborative Professional Development Process; The Benefits of Collaboration; Chapter 2 - The Elements of Collaborative Analysis of Student Work; Recognized Standards; Using Research to Improve Practice; Design Qualities; Intellectual Engagement Indicators; Chapter 3 - Understanding Reflective Practice; What is Reflective Thinking? 327 $aMaking Time for Daily Reflective PracticeThe Reflective Thinking Cycle; Chapter 4 - Forming Collaborative Learning Teams; Choosing Team Members; Setting a Schedule; Establishing Common Definitions; Completing the Personal Teaching Inventory; Selecting Student Work; Chapter 5 - Guiding Collaborative Discussion of Student Work; Step 1: Presentation of Student Work; Step 2: Colleagues' Observations of Student Work; Step 3: Presenting Teacher's Response; Step 4: Raising the Question; Step 5: Colleagues' Responses to the Question; Step 6: Reflection 327 $aGuide for Subsequent Discussions of Student WorkChapter 6 - Creating Professional Development Plans; Reflection; Writing the Professional Development Plan; Further Study to Guide Professional Development; Subsequent Collaborative Discussions of Student Work; Chapter 7 - Designing Quality Lessons; The Understanding by Design Model; Lesson Design Resources; Chapter 8 - Exploring Instructional Strategies; The Changing Role of the Teacher; Classroom Communities; Chapter 9 - Analyzing Lessons as They Unfold; Staying True to Lesson Design; Using Quick Reference Charts 327 $aObservation by Trusted ColleaguesClassroom Discussion; Reflection; Pulling it all Together; Resource: School Calendar of Collaborative Professional Development Activities; Bibliography; Index 330 $aSee how teamwork and modeling can empower you to better yourself while strengthening instruction for students to become lifelong learners. 606 $aGroup work in education 606 $aReflective teaching 606 $aEffective teaching 608 $aElectronic books. 615 0$aGroup work in education. 615 0$aReflective teaching. 615 0$aEffective teaching. 676 $a371.39/5 700 $aBella$b Norene J.$0854375 702 $aMiller$b Tracy E. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910480544803321 996 $aReflective analysis of student work$91908022 997 $aUNINA LEADER 02841 am 2200577 n 450 001 9910416475803321 005 20190426 010 $a2-8107-0833-9 024 7 $a10.4000/books.pumi.3956 035 $a(CKB)4100000010352327 035 $a(FrMaCLE)OB-pumi-3956 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/52140 035 $a(PPN)243134932 035 $a(EXLCZ)994100000010352327 100 $a20200227j|||||||| ||| 0 101 0 $afre 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 12$aL?apprentissage de la lecture en Europe /$fAnne Godenir, Marie-Claire Nyssen, Serge Terwagne 210 $aToulouse $cPresses universitaires du Midi$d2019 215 $a1 online resource (254 p.) 311 $a2-85816-556-4 330 $aVoici une étude, commanditée par la Commission européenne, qui vise à stimuler une réflexion "sans frontières" sur l'enseignement de la lecture, thème crucial pour l'évolution des systèmes éducatifs en Europe. Les auteurs ont relevé un pari un peu fou : celui de nous livrer, en quelques chapitres bien structurés et sans jargon superflu, une synthèse des recherches internationales les plus pointues et les plus récentes sur l'apprentissage initial de la lecture, sans oublier d'en tirer les implications pédagogiques possibles. Et pour nous permettre de nous faire une idée globale des programmes d'enseignement pratiqués dans toute la Communauté européenne, ils ont également entrepris un état des lieux des recommandations officielles publiées par les autorités éducatives des différents États membres... On soulignera l'originalité et l'envergure de ce travail de confrontations à grande échelle : confrontation des recherches et des théories, confrontation des programmes et des pratiques. 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