LEADER 01789nam 2200433 a 450 001 9910690611703321 005 20050803115458.0 035 $a(CKB)5470000002340200 035 $a(OCoLC)42033266 035 9 $aocm42033266 035 $a(OCoLC)995470000002340200 035 $a(EXLCZ)995470000002340200 100 $a19990809d1999 ua 0 101 0 $aeng 181 $ctxt$2rdacontent 182 $cn$2rdamedia 183 $anc$2rdacarrier 200 10$aWestern national forests $estatus of Forest Service's efforts to reduce catastrophic wildfire threats : statement of Barry T. Hill, Associate Director, Energy, Resources, and Science Issues, Resources, Community, and Economic Development Division, before the Subcommittee on Forests and Forest Health, Committee on Resources, House of Representatives /$fUnited States General Accounting Office 210 1$aWashington, D.C. (P.O. Box 37050, Washington, D.C. 20013) :$cThe Office,$d[1999] 215 $a6 pages, 2 unnumbered pages ;$d28 cm 225 1 $aTestimony ;$vGAO/T-RCED-99-241 300 $a"June 29, 1999." 300 $aNot distributed to depository libraries in a physical form. 320 $aIncludes bibliographical references. 517 $aWestern national forests 606 $aForest management$zWest (U.S.)$xEvaluation 606 $aWildfires$zWest (U.S.)$xPrevention$xEvaluation 615 0$aForest management$xEvaluation. 615 0$aWildfires$xPrevention$xEvaluation. 700 $aHill$b Barry T$g(Barry Thomas),$f1948-$01380774 712 02$aUnited States.$bGeneral Accounting Office. 801 0$bGAO 801 1$bGAO 801 2$bAGL 801 2$bGPO 906 $aBOOK 912 $a9910690611703321 996 $aWestern national forests$93434052 997 $aUNINA LEADER 04743nam 2200709 450 001 9910828680903321 005 20230808192310.0 010 $a1-118-70196-8 010 $a1-118-70200-X 035 $a(CKB)3710000000621411 035 $a(EBL)4457805 035 $a(SSID)ssj0001634895 035 $a(PQKBManifestationID)16387145 035 $a(PQKBTitleCode)TC0001634895 035 $a(PQKBWorkID)14901593 035 $a(PQKB)10913478 035 $a(PQKBManifestationID)16323802 035 $a(PQKBWorkID)14901881 035 $a(PQKB)21553684 035 $a(MiAaPQ)EBC4457805 035 $a(DLC) 2016007269 035 $a(Au-PeEL)EBL4457805 035 $a(CaPaEBR)ebr11177879 035 $a(CaONFJC)MIL909296 035 $a(OCoLC)945874411 035 $a(EXLCZ)993710000000621411 100 $a20160208h20162016 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBetter feedback for better teaching $ea practical guide to improving classroom observations /$fJeff Archer [and five others] 210 1$aSan Francisco, CA :$cJossey-Bass,$d[2016] 210 4$dİ2016 215 $a1 online resource (378 p.) 300 $aDescription based upon print version of record. 311 $a1-118-70198-4 320 $aIncludes bibliographical references and index. 327 $aCover; Title Page; Copyright; Contents; Acknowledgments; About the Authors; Introduction: Getting from Here to There; Part I Making the Big Decisions; Chapter 1 Building Support for Better Observer Training; How Will You Make the Case for Robust Training?; Chapter 2 Finding Enough Observers; Who Will You Train to Ensure Sufficient Feedback?; Chapter 3 Deciding on Training Delivery Methods; How Will You Deliver Training?; Chapter 4 Setting Priorities for Observer Training; What Will Be Your Goal for Training This Year?; Part II Pre-Scoring Video; Chapter 5 Understanding Pre-Scoring Video 327 $aWhat Is ""Pre-Scored Video""?Chapter 6 Planning a Pre-Scoring Process; How Will You Create Support for Pre-Scoring Video?; What Is Your Goal for Pre-Scoring Video This Year?; What Pre-Scored Video Do You Need?; Chapter 7 Getting the Right Video to Pre-Score; How Will You Get the Right Kind of Video to Pre-Score?; How Will You Pre-Screen Video for Quality and Content?; How Will You Share Video and Collect Rating Justifications?; Chapter 8 Recruiting and Training Master Coders; How Will You Recruit Master Coders?; How Many Master Coders Will You Need?; How Will You Train Master Coders? 327 $aChapter 9 Ensuring the Quality of Pre-ScoringHow Will You Check the Work of Master Coders for Quality?; How Will You Keep Track of the Process and Products?; How Will You Use Data for Continual Improvement?; Part III Building the Knowledge and Skills for Observation; Chapter 10 Knowing the Rubric; How Will You Explain Your Instrument?; Chapter 11 Collecting Evidence; How Will You Teach Evidence Collection?; Chapter 12 Understanding Bias; How Will You Build an Understanding of Bias?; Chapter 13 Recognizing Evidence; How Will You Develop the Skills to Identify and Sort Relevant Evidence? 327 $aChapter 14 Using Criteria for RatingHow Will You Build an Understanding of Accurate Rating?; Chapter 15 Coaching Teachers; How Will You Build a Shared Vision of Effective Feedback?; Chapter 16 Organizing a Training Program; How Will You Organize Training?; Part IV Using Data to Improve Training and Support of Observers; Chapter 17 Collecting and Using Data from Training; How Will You Use Information to Improve Training?; Chapter 18 Assessing Observers to Ensure and Improve Quality; How Will You Know When Observers Are Ready, and What Will You Do If They're Not? 327 $aChapter 19 Monitoring Your Observation SystemHow Will You Ensure That Teachers Are Getting Fair and Helpful Observations?; Concluding Thoughts: Getting It Right; Appendix; Observer Training Checklist; Planning Worksheet; Tools Referenced in This Book; Notes; References; Index; EULA 606 $aTeacher effectiveness$zUnited States$vHandbooks, manuals, etc 606 $aTeaching$zUnited States$xEvaluation 615 0$aTeacher effectiveness 615 0$aTeaching$xEvaluation. 676 $a371.1020973 700 $aArcher$b Jeff$f1967-$01721239 702 $aCantrell$b Steven 702 $aHoltzman$b Steven L.$f1986- 702 $aJoe$b Jilliam N.$f1976- 702 $aTocci$b Cynthia M.$f1953- 702 $aWood$b Jess$f1985- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910828680903321 996 $aBetter feedback for better teaching$94120613 997 $aUNINA