LEADER 03323nam 22006734a 450 001 9910455200703321 005 20200520144314.0 010 $a1-283-24847-6 010 $a9786613248473 010 $a1-4166-0860-5 010 $a1-4166-0859-1 010 $a1-4166-0861-3 035 $a(CKB)1000000000787735 035 $a(EBL)485495 035 $a(OCoLC)435447680 035 $a(SSID)ssj0000177463 035 $a(PQKBManifestationID)11170160 035 $a(PQKBTitleCode)TC0000177463 035 $a(PQKBWorkID)10217942 035 $a(PQKB)11765391 035 $a(MiAaPQ)EBC485495 035 $a(Au-PeEL)EBL485495 035 $a(CaPaEBR)ebr10326285 035 $a(CaONFJC)MIL324847 035 $a(EXLCZ)991000000000787735 100 $a20080930d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aImproving student learning one principal at a time$b[electronic resource] /$fJane E. Pollock, Sharon M. Ford 210 $aAlexandria, VA $cAssociation for Supervision and Curriculum Development$d2009 215 $a1 online resource (162 p.) 300 $aDescription based upon print version of record. 311 $a1-4166-0768-4 320 $aIncludes bibliographical references (p. 141-143) and index. 327 $aCover; Title Page; Copyright; Dedication; Table of Contents; Introduction; Chapter 1: From Inspection to Improvement; Supervisor Voice: Richard Zimman, Superintendent; Chapter 2: Supervision and the Teaching Schema for Master Learners; Supervisor Voice: Layne Parmenter, Early Childhood and Elementary School Principal; Chapter 3: The Beginning of the Lesson; Supervisor Voice: Janna Cochrane, Elementary School Principal; Chapter 4: The Middle of the Lesson; Supervisor Voice: Monique Conway, Middle School Principal; Chapter 5: The End of the Lesson 327 $aSupervisor Voice: Jeff Farrington, High School PrincipalChapter 6: Improving the Plan Book and the Grade Book; Supervisor Voice: Linda Law, Curriculum Director; Afterword:The Incentive to Teach andSupervise Teaching; Acknowledgments; References and Resources; Index; About the Authors; Search this Book; Related ASCD Products 330 $aA companion to the ASCD best-seller Improving Student Learning One Teacher at a Time, this breakthrough approach to supervision offers principals a simple, positive way to help teachers make the right adjustments in curriculum, instruction, assessment, and feedback----the four areas of practice that make the most difference in how learners learn. 606 $aSchool principals$zUnited States 606 $aTeacher-principal relationships$zUnited States 606 $aAcademic achievement$zUnited States 606 $aEducational leadership$zUnited States 608 $aElectronic books. 615 0$aSchool principals 615 0$aTeacher-principal relationships 615 0$aAcademic achievement 615 0$aEducational leadership 676 $a371.2/012 700 $aPollock$b Jane E.$f1958-$0925326 701 $aFord$b Sharon M$0925327 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455200703321 996 $aImproving student learning one principal at a time$92188503 997 $aUNINA LEADER 05699nam 22006371 450 001 9910511684503321 005 20200514202323.0 010 $a1-4725-8746-4 010 $a1-4742-5713-5 024 7 $a10.5040/9781474257138 035 $a(CKB)2670000000608120 035 $a(EBL)2007473 035 $a(SSID)ssj0001482451 035 $a(PQKBManifestationID)12621437 035 $a(PQKBTitleCode)TC0001482451 035 $a(PQKBWorkID)11412415 035 $a(PQKB)11247968 035 $a(MiAaPQ)EBC2007473 035 $a(OCoLC)906699014 035 $a(UtOrBLW)bpp09259088 035 $a(EXLCZ)992670000000608120 100 $a20150504d2015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aNegotiating spaces for literacy learning $emultimodality and governmentality /$fedited by Mary Hamilton, Rachel Heydon, Kathryn Hibbert and Roz Stooke 210 1$aLondon :$cBloomsbury Academic,$d2015. 215 $a1 online resource (273 p.) 300 $aDescription based upon print version of record. 311 $a1-4725-8745-6 320 $aIncludes bibliographical references and index. 327 $aIntroduction, Mary Hamilton (Lancaster University, UK), Rachel Heydon (Western University, Canada), Kathryn Hibbert (Western University, Canada) and Rosamund Stooke (Western University, Canada) -- 1. Regimes of Literacy, Mary Kalantzis (University of Illinois Urbana-Champaign, USA) -- and Bill Cope (University of Illinois Urbana-Champaign, USA) -- 2. Beyond Governmentality: The Responsible Exercise of Freedom in Pursuit of Literacy, Sharon Murphy (York University, Canada) -- 3. Re-Centering The Role Of Care In Young People's Multimodal Literacies: A Collaborative Seeing Approach, Wendy Luttrell (CUNY, USA) and Claire Fontaine (CUNY, USA) -- 4. Multimodality and Governmentality in Kindergarten Literacy Curricula, Rachel Heydon (University of Western Ontario, Canada) -- 5.Re-Educating the Educator's Gaze: Is Pedagogical Documentation Ready for School?, Rosamund Stooke (Western University, Canada) -- 6.Regulatory Gaze and 'Non-sense' Phonics Testing in Early Literacy, Rosie Flewitt (University of London, UK) and Guy Roberts-Holmes (University of London, UK) -- 7. Critical and Multimodal Literacy Curricula, Peggy Albers (Georgia State University, USA), Jerome C. Harste (Indiana University, USA) and Vivian M. Vasquez (American University, USA) -- 8. Governing through Implicit and Explicit Assessment Acts: Multimodality in Mathematics Classrooms, Lisa Bjo?rklund Boistrup (Stockholm University, Sweden) -- 9.The Secret of 'Will' in New Times: Assessment Affordances of a Cloud Curriculum, Kathryn Hibbert (Western University, Canada) -- 10. Myth Making and Meaning Making: The School and Indigenous Children, David Rose (University of Sydney, Australia) -- 11. Digital Literacies and Higher Education, Richard Andrews (Anglia Ruskin University, UK) -- 12. The Pecket Way: Negotiating Multimodal Learning Spaces in a User-run Community Education Project, Mary Hamilton (Lancaster University, UK) -- 13. Beyond Essential Ekills: Creating Spaces for Multimodal Text Production within Canada's 'Minimal Proficiency' Policy Regime, Suzanne Smythe (Simon Fraser University, Canada) -- Afterword, Mary Hamilton (Lancaster University, UK), Rachel Heydon (Western University, Canada), Kathryn Hibbert (Western University, Canada) and Rosamund Stooke (Western University, Canada) -- Index 330 $a"Negotiating Spaces for Literacy Learning addresses two paradoxical currents that are sweeping through the contemporary educational field. The first is the opening up of possibilities for multimodal communication as a result of developments in digital technologies and the sensitivity to multiliteracies. The second is the increasing pressure from standardised testing, accountability and performance measurement which pull curricular and pedagogical practices out of alignment with the everyday informal practices and interests of teachers and learners and narrow opportunities for diverse expressions of literacy. Bringing together an international team of scholars to examine the tensions and struggles that result from the current educational climate, the book provides a much-needed discussion of the intersection of technologies of literacies, education and self. It does so through diverse approaches, including philosophical, theoretical and methodological treatments of multimodality and governmentality, and a range of literacies - early years, primary school, workplace, digital, middle school, secondary school, indigenous, adult and place. With examples taken from all stages of education and in several countries, the book allows readers to explore a range of multimodal practices and the ways in which governmentality plays out across them."--Bloomsbury Publishing. 606 $aComputers and literacy 606 $aEnglish language$xComposition and exercises$xStudy and teaching 606 $aEnglish language$xComputer assisted instruction 606 $aLiteracy 606 $2Literacy 615 0$aComputers and literacy. 615 0$aEnglish language$xComposition and exercises$xStudy and teaching. 615 0$aEnglish language$xComputer assisted instruction. 615 0$aLiteracy. 676 $a379.2/4 702 $aHamilton$b Mary 702 $aHeydon$b Rachel$f1971- 702 $aHibbert$b Kathryn M. 702 $aStooke$b Roz 801 0$bUtOrBLW 801 1$bUtOrBLW 801 2$bUkLoBP 906 $aBOOK 912 $a9910511684503321 996 $aNegotiating spaces for literacy learning$92549105 997 $aUNINA