LEADER 01172nam--2200361---450 001 990001658110203316 005 20230222105032.0 010 $a88-370-2847-4 035 $a000165811 035 $aUSA01000165811 035 $a(ALEPH)000165811USA01 035 $a000165811 100 $a20040513d2004----km-y0itaa50------ba 101 0 $aita 102 $aIT 105 $aa|||z|||001yy 200 1 $aMatteo da Gualdo$eRinascimento eccentrico tra Umbria e Marche$fa cura di Eleonora Bairati, Patrizia Dragoni 210 $aMilano$cElecta Editori Umbri Associati$d2004 215 $a276 p.$cill.$d28 cm 225 2 $aCatalogo regionale dei beni culturali dell'Umbria$iStudi e prospettive 410 0$12001$aCatalogo regionale dei beni culturali dell'Umbria$iStudi e prospettive 600 1$aMatteo : da Gualdo 606 0 $aArte$yItalia$zSec. 16. 676 $a709.45 702 1$aBAIRATI,$bEleonora 702 1$aDRAGONI,$bPatrizia 801 0$aIT$bsalbc$gISBD$gISBD 912 $a990001658110203316 951 $aXII.2.B. 530(VII E 782)$b173739 L.M.$cVII E$d00135466 959 $aBK 969 $aUMA 996 $aMatteo da Gualdo$9942452 997 $aUNISA LEADER 00991nam a2200253 i 4500 001 991001706729707536 005 20020503152713.0 008 960202s1994 at ||| | ger 020 $a3700120761 035 $ab10261400-39ule_inst 035 $aEXGIL90115$9ExL 040 $aBiblioteca Interfacoltà$bita 100 1 $aLadstatter, Otto$0465473 245 14$aDie Abdal (Aynu) in Xinjiang /$cOtto Ladstatter, Andreas Tietze 260 $aWien :$bOsterreichische Akademie der wissenschaften,$c1994 300 $a106 p., [4] p. di tav. :$bill. ;$c24 cm. 650 4$aLingua persiana 700 1 $aTietze, Andreas$eauthor$4http://id.loc.gov/vocabulary/relators/aut$0198402 907 $a.b10261400$b02-04-14$c27-06-02 912 $a991001706729707536 945 $aLE002 Coll. 2. 122$g1$iLE002-17934$lle002$o-$pE0.00$q-$rn$so $t0$u0$v0$w0$x0$y.i10311932$z27-06-02 996 $aAbdal (Aynu) in Xinjiang$91445389 997 $aUNISALENTO 998 $ale002$b01-01-96$cm$da $e-$fger$gat $h4$i1 LEADER 05064oam 2200565 450 001 9910787218203321 005 20190911103511.0 010 $a1-4522-8388-5 010 $a1-4522-6977-7 010 $a1-4833-8766-6 035 $a(OCoLC)875679660 035 $a(MiFhGG)GVRL8TTG 035 $a(EXLCZ)993710000000333655 100 $a20120124h20122012 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching matters most $ea school leader's guide to improving classroom instruction /$fThomas M. McCann, Alan C. Jones, Gail A. Aronoff ; foreword by Deborah Meier 210 $aThousand Oaks, Calif. $cCorwin/Learning Forward$dc2012 210 1$aThousand Oaks, California :$cCorwin,$d[2012] 210 4$d?2012 215 $a1 online resource (xx, 181 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 $a1-4522-0510-8 320 $aIncludes bibliographical references and index. 327 $aTeaching Matters Most--Front Cover; Teaching Matters Most; Contents; Foreword; Preface: Lessons Learned From Experience; A "NEW" TAKE IN SCHOOL IMPROVEMENT; CENTRAL THEME; ORGANIZATION OF THE BOOK; WHAT MAKES THIS BOOK DISTINCTIVE; Acknowledgments; About the Authors; 1. What are common practices in schools?; WHAT WE FOUND IN CLASSROOMS; TRUTHS HIDDEN IN PLAIN VIEW; TRANSFORMING ACCOUNTABILITY; NEW DIRECTION; ARE THERE "BEST PRACTICES" IN TEACHING?; BRINGING BEST PRACTICES TO SCALE; ARE SOME PRACTICES BETTER THAN OTHERS?; THE POVERTY OF PRESCRIBING BEST PRACTICES; SUMMARY 327 $aQUESTIONS FOR DISCUSSION AND REFLECTIONACTION STEPS FOR GETTING STARTED; 2. What distinguishes quality teaching?; THREE CLASSROOMS, THREE PRACTITIONERS; A SIMPLE TRUTH HIDDEN IN PLAIN VIEW; High-Quality Teaching and Satisfactory Teaching; DISJOINTED TEACHING; WHY TEACHERS ARE FRUSTRATED; WHAT IS QUALITY TEACHING?; OBSERVING HIGH-QUALITY TEACHING; 1. Are the observed teaching behaviors appropriate for the objectives and the types of students in the classroom?; 2. How did the teacher demonstrate to assist students with understanding and applying knowledge? 327 $a3. How did the teacher demonstrate clarity of instruction?4. How did the teacher demonstrate knowledge of subject matter?; 5. How did the teacher create a caring classroom?; INSTRUCTIONAL SYSTEMS; THE ROAD LESS TRAVELED; SUMMARY; QUESTIONS FOR DISCUSSION AND REFLECTION; ACTION STEPS FOR GETTING STARTED; 3. How do we learn about the quality of our teaching?; HOW TO MAKE THE CASE FOR AN EMPHASIS ON TEACHER QUALITY; THREE LEADERSHIP REQUIREMENTS; DEFINING QUALITY TEACHING; HOW TO ENGAGE SCHOOL PERSONNEL IN DEVISING A VISION OF QUALITY INSTRUCTION; SOME RUDIMENTS OF QUALITY TEACHING 327 $aTHE IMPORTANCE OF CURRICULUM COHERENCELEARNING FROM STUDENTS; What Students Say They Want in Their Classes; THE CURRENT STATE OF TEACHING IN YOUR SCHOOL; HOW TO EVALUATE THE QUALITY OF TEACHING IN YOUR SCHOOL; SUMMARY; QUESTIONS FOR DISCUSSION AND REFLECTION; ACTION STEPS FOR ASSESSING THE STATE OF TEACHING; 4. What should induction and mentoring look like?; BASIC COMPONENTS OF A TEACHER MENTOR PROGRAM; FACING CRITICAL JUNCTURES TOGETHER; Learning From Good Experienced Teachers; The Power of Collaboration; Mentoring as a Team Effort; PLANNING FOR NEW TEACHERS' SUCCESS; SUMMARY 327 $aQUESTIONS FOR DISCUSSION AND REFLECTIONACTION STEPS FOR INDUCTION AND MENTORING; 5. What should professional development look like?; WHAT WE KNOW ABOUT PROFESSIONAL DEVELOPMENT; THE DISREGARDED TRUTHS OF PROFESSIONALDEVELOPMENT; Two Architectures of Learning; THE COMPONENTS OF A PROFESSIONAL LEARNING CULTURE; Instructional Worldview; Method of Inquiry; Organizational Capacity; Training Regimes; The Process of Adult Learning; BUILDING BLOCKS OF PROFESSIONAL LEARNING; Trust; Direction; Documentation; Reflection; LEADING PROFESSIONAL LEARNING COMMUNITIES; SUMMARY 327 $aQUESTIONS FOR DISCUSSION AND REFLECTION 330 8 $aSaying 'teaching matters most' is easy, and seems obvious. Making it the top priority for school leaders and staff is not so easy - in fact, it's messy. If we want to change how students write, compute, and think, then teachers must change how they teach. They must transform the old 'assign-and-assess' model into engaging, compassionate, coherent, and rigorous instruction. The authors show school leaders how to make this happen amidst myriad distractions, initiatives, and interruptions. 606 $aTeachers$xIn-service training 606 $aSchool improvement programs 615 0$aTeachers$xIn-service training. 615 0$aSchool improvement programs. 676 $a370.711 700 $aMcCann$b Thomas M$01174401 702 $aJones$b Alan C. 702 $aAronoff$b Gail A. 702 $aMeier$b Deborah 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910787218203321 996 $aTeaching matters most$93766361 997 $aUNINA