LEADER 01244nam 2200409 450 001 9910825836103321 005 20230809232530.0 035 $a(CKB)4100000009151286 035 $a(MiAaPQ)EBC5881977 035 $a(Au-PeEL)EBL5881977 035 $a(OCoLC)1114969752 035 $a(EXLCZ)994100000009151286 100 $a20190926d2017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$a180 days of high-frequency words for second grade$hLevel 2 /$fauthor, Adair Solomon 210 1$aHuntington Beach, California :$cShell Education,$d[2017] 210 4$dİ2017 215 $a1 online resource (216 pages) $cillustrations 225 1 $aPractice-assess-diagnose 311 $a1-4258-1635-5 311 $a1-4258-9668-5 410 0$aPractice-assess-diagnose. 606 $aVocabulary$xStudy and teaching 615 0$aVocabulary$xStudy and teaching. 676 $a372.44 700 $aSolomon$b Adair$01644820 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910825836103321 996 $a180 days of high-frequency words for second grade$93990907 997 $aUNINA LEADER 04443nam 2200673 450 001 9910819077103321 005 20230617013056.0 010 $a1-4833-6034-2 010 $a1-4833-6253-1 035 $a(CKB)3710000000456169 035 $a(EBL)1651835 035 $a(OCoLC)932344191 035 $a(SSID)ssj0001530617 035 $a(PQKBManifestationID)12607896 035 $a(PQKBTitleCode)TC0001530617 035 $a(PQKBWorkID)11536646 035 $a(PQKB)11636557 035 $a(MiAaPQ)EBC1994262 035 $a(EXLCZ)993710000000456169 100 $a20150824h20052005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFaculty groups $efrom frustration to collaboration /$fSusan A. Wheelan ; acquisitions editor Rachel Livsey ; copy editor Rachel Hile Bassett ; cover designer Michael Dubowe 210 1$aThousand Oaks, California :$cCorwin Press,$d2005. 210 4$dİ2005 215 $a1 online resource (193 p.) 300 $aDescription based upon print version of record. 311 $a0-7619-3166-X 311 $a0-7619-3165-1 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Preface; Acknowledgments; About the Author; Chapter 1 - Why Educators Should Work together: The Case for Faculty Teamwork; Many Teachers Know Why; Many Teachers Remain Unconvinced; But We Don't Know How; What We Can Do; Chapter 2 - How Groups Develop and How Groups Get Stuck; Groups Develop Across Time; Stage I Groups; Stage II Groups; Stage III Groups; Stage IV Groups; Not all People or Work Groups Develop Successfully; Chapter 3 - Skillful Membership; Effective Member Checklist; Section 1: Attitudes and Feelings; Section 2: Processes and Procedures 327 $aSection 3: Communication and ParticipationSection 4: Support and Encouragement; Section 5: Intergroup Relations; Section 6: Work and Productivity; A Final Activity: The Collaboration Survey; Chapter 4 - Skillful Leadership; Effective Leader Checklist; The Leadership Myth; Effective Leadership; Leading a Stage I Team; Leading a Stage II Team; Leading a Stage III Team; Leading a Stage IV Team; Chapter 5 - Designing Effective Meetings; Meeting Basics; Steps in Planning a Meeting; Meetings of Groups at Different Stages of Development; The Role of Members in Successful Meetings 327 $aChapter 6 - Keeping Your Group on Track during Stage I and IIThe Goals of Stage I; The Goals of Stage II; Chapter 7 - Keeping Your Group on Track during Stage III and IV; The Goals of Stage III; Team Performance Checklist; The Goals of Stage IV; Chapter 8 - Intergroup Collaboration and Culture Change; Changing a Negative School Culture; The Organizational Support Checklist; Chapter 9 - Supporting Teams and Providing Professional Development; Ineffective Team-Building Methods; Effective Team-Building Methods; Steps toward Improving Team Performance; A Case Example 327 $aChapter 10 - Imagining a Collaborative Future: Some Stories and a Modest ProposalFocusing on Collaboration; Where to Start?; A Modest Proposal; Resource A: Effective Member Checklist; Resource B: The Collaboration Survey; Resource C: Effective Leader Checklist; Resource D: Team Performance Checklist; Resource E: The Organizational Support Checklist; Bibliography; 1. Collaboration and Student Outcomes; 2. Organizational Culture; 3. Groups and Group Development; 4. Effective Membership; 5. Effective Leadership; 6. Effective Meetings; 7. Team Building/Organizational Development/Staff Development 327 $aIndex 330 $aA perfect road map for teachers, this research-based book translates what social scientists have learned about work groups into practical guidelines for educators to ensure student learning. 606 $aTeaching teams 606 $aGroup work in education 606 $aEffective teaching 606 $aSchool environment 615 0$aTeaching teams. 615 0$aGroup work in education. 615 0$aEffective teaching. 615 0$aSchool environment. 676 $a371.14/8 700 $aWheelan$b Susan A.$0904403 702 $aLivsey$b Rachel 702 $aBassett$b Rachel Hile 702 $aDubowe$b Michael 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910819077103321 996 $aFaculty groups$93999507 997 $aUNINA LEADER 03684nam 22007095 450 001 9910357855803321 005 20240923182810.0 010 $a9783030320829 010 $a3030320820 024 7 $a10.1007/978-3-030-32082-9 035 $a(CKB)4100000009844936 035 $a(MiAaPQ)EBC5977045 035 $a(DE-He213)978-3-030-32082-9 035 $a(Perlego)3494791 035 $a(EXLCZ)994100000009844936 100 $a20191112d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIdentity Structure Analysis and Teacher Mentorship $eAcross the Context of Schools and the Individual /$fby Graham Passmore, Amanda Turner, Julie Prescott 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Pivot,$d2019. 215 $a1 online resource (184 pages) 300 $aIncludes index. 311 08$a9783030320812 311 08$a3030320812 327 $aChapter 1. Introduction: ISA and its application across a faculty of education or school board -- Chapter 2. ISA and PD for the individual school -- Chapter 3. ISA and mentoring for the individual teacher -- Chapter 4. ISA, identity development and mentorship for teacher stress -- Chapter 5. The future of ISA, mentoring and professional development. 330 $aThis book examines the benefits of applying the Identity Structure Analysis (ISA) to teacher professional development. At present no government, local authority or school is actively applying Identity Structure Analysis to monitor school improvement: in a profession where turnover is extremely high, ISA is framed as a way for professional development to meet the needs of the specific teacher. Examining idiographic ISA analyses as well as practical advice for implementing professional development programs, the authors scrutinise how ISA can be used in conjunction with mentoring to offset teacher turnover. This practical volume will be of interest and value to scholars and researchers of teacher identity and professional development, as well as researchers and policymakers interested in reducing teacher turnover. Graham Passmore is Associate Professor at Lakehead University, Canada. Amanda Turner is Senior Lecturer at the University of Bolton, UK. Julie Prescott is Reader in Psychology at the University of Bolton, UK. 606 $aTeachers$xTraining of 606 $aPhilosophy of mind 606 $aSelf 606 $aProfessional education 606 $aVocational education 606 $aSchools 606 $aTeaching and Teacher Education 606 $aPhilosophy of the Self 606 $aProfessional and Vocational Education 606 $aSchool and Schooling 615 0$aTeachers$xTraining of. 615 0$aPhilosophy of mind. 615 0$aSelf. 615 0$aProfessional education. 615 0$aVocational education. 615 0$aSchools. 615 14$aTeaching and Teacher Education. 615 24$aPhilosophy of the Self. 615 24$aProfessional and Vocational Education. 615 24$aSchool and Schooling. 676 $a370.711 676 $a371.102 700 $aPassmore$b Graham$4aut$4http://id.loc.gov/vocabulary/relators/aut$01062664 702 $aTurner$b Amanda$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aPrescott$b Julie$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910357855803321 996 $aIdentity Structure Analysis and Teacher Mentorship$92527439 997 $aUNINA