Vai al contenuto principale della pagina
Titolo: | The principal as early literacy leader |
Pubblicazione: | Thousand Oaks, California : , : Corwin Press : , : Ontario Principals' Council, , 2009 |
©2009 | |
Descrizione fisica: | 1 online resource (160 p.) |
Disciplina: | 372.6 |
Soggetto topico: | Language arts (Early childhood) |
Literacy programs - Planning | |
School principals | |
Soggetto genere / forma: | Electronic books. |
Note generali: | Description based upon print version of record. |
Nota di bibliografia: | Includes bibliographical references and index. |
Nota di contenuto: | ""Cover""; ""Contents""; ""Acknowledgments""; ""Introduction""; ""Chapter 1 - What Every School Leader Needs to Know about How Young Children Learn""; ""Young Children Learn . . . Differently""; ""Play: A Window into Children�s Thinking""; ""Young Children Learn Language Through Social Interaction and Intellectual Play""; ""Language: The Early Framework for Later Thinking""; ""The Intellectual Behavior of Young Children""; ""Early Literacy: It�s More than Sounds and Letters""; ""Chapter Summary""; ""Questions for Discussion""; ""Chapter 2 - What We Know Makes the Difference"" |
""Transforming the Culture: The Role of the School Leader""""Assessing the Program: One Size Does not Fit All""; ""Recognizing the Effect of Teacher Perception: Think They will or Think They Won�t , You�re Right!""; ""Developing the Early Dispositions to be Readers and Writers and Critical Thinkers""; ""Creating the Conditions for Literacy: Six Ts for Exemplary Teaching""; ""Developing an Inclusive Literate Community: Providing One-on-One Support Through Multiage Buddies""; ""Strategizing for a More Flexible Curriculum""; ""Defining theTeacher�s Role"" | |
""Developing Literate Rich Environments at School""""Building Partnerships with Parents""; ""Early Identification Processes""; ""Chapter Summary""; ""Questions for Discussion""; ""Chapter 3 - Instructional Leadership: The Tools You will Need""; ""Developing a Vision: Changing Cultures""; ""Guiding Principles""; ""Defining Literacy: Three Key Expectations""; ""Assessing Learning: What Counts as Evidence?""; ""Management by Walking around and What to Look For""; ""Planning Models""; ""Reconceptualizing Traditional Unit Plans""; ""Timetables""; ""Communication with Parents""; ""Chapter Summary"" | |
""Questions for Discussion""""Chapter 4 - Continuous Improvement: Next Steps""; ""Creating Professional Learning Conversations""; ""Setting SMART Goals""; ""Evidence-Based Decision Making""; ""Teacher Professional Development""; ""Chapter Summary""; ""Questions for Discussion""; ""Conclusion""; ""Tools for School Leaders""; ""Must Reads""; ""Glossary""; ""Bibliography""; ""Index"" | |
Sommario/riassunto: | This resource presents an overview of how three-, four-, and five-year-olds learn to read and shows school leaders how to implement and support quality early literacy programs. |
Titolo autorizzato: | The principal as early literacy leader |
ISBN: | 1-4522-9382-1 |
1-4522-9721-5 | |
Formato: | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione: | Inglese |
Record Nr.: | 9910479955403321 |
Lo trovi qui: | Univ. Federico II |
Opac: | Controlla la disponibilità qui |