LEADER 05782oam 2200721I 450 001 9910453848503321 005 20200520144314.0 010 $a1-138-15051-7 010 $a1-315-85370-1 010 $a1-317-92249-2 024 7 $a10.4324/9781315853703 035 $a(CKB)2550000001136459 035 $a(EBL)1487284 035 $a(SSID)ssj0001037062 035 $a(PQKBManifestationID)12460500 035 $a(PQKBTitleCode)TC0001037062 035 $a(PQKBWorkID)11042792 035 $a(PQKB)10755187 035 $a(MiAaPQ)EBC1487284 035 $a(Au-PeEL)EBL1487284 035 $a(CaPaEBR)ebr10783025 035 $a(CaONFJC)MIL536162 035 $a(OCoLC)861692107 035 $a(OCoLC)958101218 035 $a(EXLCZ)992550000001136459 100 $a20180706e20132002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHandbook on teacher portfolios for evaluation and professional development /$fPamela D. Tucker, James H. Stronge, Christopher R. Gareis 210 1$aNew York :$cRoutledge,$d2013. 215 $a1 online resource (310 p.) 300 $aFirst published 2002 by Eye on Education. 311 $a1-930556-32-2 311 $a1-306-04911-3 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright Page; Dedication; About the Companion Compact Disk; Acknowledgments; Table of Contents; About the Authors; Preface; 1 Handbook on Teacher Portfolios: An Introduction; Why Teacher Portfolios?; What is a Teacher Portfolio?; What a Portfolio Is Not; Key Components of a Portfolio; Purposes for a Teacher Portfolio; What is the Portfolio's Value for Teacher Evaluation?; What's Wrong with TraditionalTeacher Evaluation; What's Right with Portfolios in Teacher Evaluation; What is the Portfolio's Value for Professional Development?; Portfolios and Teacher Self-Reflection 327 $aPortfolios and CollaborationSummary; A Case Study: National Board for Professional Teaching Standards; A Case Study: Connecticut's Beginning Educator Support and Training Program (BEST); Case Study: The Douglas County Outstanding Teacher Program; References; 2 Developing a Teacher Portfolio; What is the Role of Performance Standards in Developing Portfolios?; What Should a Teacher Portfolio "Look Like"?; Portfolio Notebook; Digital Portfolio; Portfolios for Other Purposes: Action Research Portfolios and Employment Portfolios; What Is the Role of Artifacts in Portfolios?; What are Artifacts? 327 $aTypes of Artifacts Available to TeachersHow Can Captions Add Value to Portfolios?; How Can Portfolios be Organized Effectively?; Using Performance Standards to Organize Portfolios; Using Required Entries to Organize Portfolios; Summary; References; 3 Putting Portfolios into Action; What Practical Tips Will Help Teachers to Assemble and Sustain Portfolios?; Assembling a Teacher Portfolio; Sustaining a Teacher Portfolio; Know What You're Going For; Capture the Practice; Work on Your Portfolio Over Time; Emphasize Quality Over Quantity; Be Selective; Collaborate with Other Professionals 327 $aSelecting ArtifactsHow Can a School or District Begin to Implement Portfolios?; Key Questions to Answer Before Implementing Portfolios; Steps to Take in Implementing Portfolios; Enlist Volunteers; Start Small; Minimize Risk; Offer Incentives and Provide Support; Study Examples of Best Practice; Allow Time for Change; Provide Training; Conduct Field Tests and Refine the Portfolio Process; Communicate and Collaborate; Evaluate the Use of Portfolios After Implementation; Summary; References; 4 Teacher Portfolios and Teacher Evaluation 327 $aWhat Are Alternatives to Observation- Only Teacher Evaluation Systems?Do Teacher Portfolios Contribute to a Valid Assessment of Teacher Performance?; Validity of Portfolios: A Case Study; Validity of Portfolios: Additional Evidence; Enhanced Validity and the Use of Multiple Data Sources; Balancing Process and Product in Teacher Evaluation; Do Portfolios Have a Value-Added Effect on Teacher Evaluation?; Differentiating Performance in Teacher Evaluation; Differentiating Teacher Effectiveness: The National Board Study; Differentiating Summative Results: A School District Study 327 $aWhat Are Additional Benefits in Using Portfolios in Teacher Evaluation? 330 $aThis research-based book provides details on how educators can dramatically increase student achievement. It offers numerous experience-based ideas and strategies which can be applied to any school or district.This book will help you: establish a results-oriented focus on the curriculum, increase time-on-task and academic rigor for ALL students, provide a supportive accountability system for all staff members, identify and eliminate educational practices that lower student achievement, and introduce an achievement audit process that will increase student performance in any school or district. 606 $aPortfolios in education$zUnited States$vHandbooks, manuals, etc 606 $aTeachers$xRating of$zUnited States$vHandbooks, manuals, etc 606 $aTeachers$xIn-service training$zUnited States$vHandbooks, manuals, etc 608 $aElectronic books. 615 0$aPortfolios in education 615 0$aTeachers$xRating of 615 0$aTeachers$xIn-service training 676 $a193 700 $aTucker$b Pamela D.$0908507 701 $aGareis$b Christopher R$0861844 701 $aStronge$b James H$0861843 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453848503321 996 $aHandbook on teacher portfolios for evaluation and professional development$92152774 997 $aUNINA LEADER 01580nam 2200469 450 001 9910514200403321 010 $a987-722-228-0 035 $a(CKB)3790000000479580 035 $a(MiAaPQ)EBC4945320 035 $a(OCoLC)1105517528 035 $a(FlNmELB)ELB78754 035 $a(EXLCZ)993790000000479580 100 $a20180104d2017 uy 0 101 0 $aspa 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aNuevas problema?ticas de ge?nero y desigualdad en Ame?rica Latina y El Caribe /$fBeatriz Chambilla Mamani [y otros 3] 210 1$aBuenos Aires :$cCLACSO,$d2017. 215 $a1 online resource (177 pa?ginas) 225 1 $aColeccio?n Estudios sobre las desigualdades 300 $aIncluye i?ndice. 320 $aContiene bibliografi?a. 410 0$aColeccio?n Estudios sobre las desigualdades. 606 $aGender mainstreaming$zLatin America 606 $aIncorporacio?n de la perspectiva de ge?nero$zAme?rica Latina 606 $aEquality$zLatin America 606 $aIgualdad$zAme?rica Latina 608 $aLibros electronicos. 615 0$aGender mainstreaming 615 4$aIncorporacio?n de la perspectiva de ge?nero 615 0$aEquality 615 4$aIgualdad 676 $a339.2098 702 $aChambilla Mamani$b Beatriz 801 0$bFINmELB 801 1$bFINmELB 906 $aBOOK 912 $a9910514200403321 996 $aNuevas problema?ticas de ge?nero y desigualdad en Ame?rica Latina y El Caribe$92568547 997 $aUNINA LEADER 00687nam0-2200265 --450 001 9910881590703321 005 20240904144301.0 100 $a20240904d1972----kmuy0itay5050 ba 101 0 $aita 102 $aIT 105 $aa 001yy 200 1 $a<>gerani$fGigliola Magrini 210 $aBologna$cEdagricole$d1972 215 $a50 p.$cill.$d19 cm. 225 1 $aGuide pratiche edagricole$v3 610 0 $aGerani 676 $a635.9$v23$zita 700 1$aMagrini,$bGigliola$010511 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910881590703321 952 $aA AGR 303$b11386/2024$fFAGBC 959 $aFAGBC 996 $aGerani$9359459 997 $aUNINA