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The knowledge base in educational administration [[electronic resource] ] : multiple perspectives / / edited by Robert Donmoyer, Michael Imber, James Joseph Scheurich
| The knowledge base in educational administration [[electronic resource] ] : multiple perspectives / / edited by Robert Donmoyer, Michael Imber, James Joseph Scheurich |
| Pubbl/distr/stampa | Albany, : State University of New York Press, c1995 |
| Descrizione fisica | 1 online resource (175 p.) |
| Disciplina | 371.2/001 |
| Altri autori (Persone) |
DonmoyerRobert
ImberMichael ScheurichJames Joseph <1944-> |
| Collana | SUNY series in educational leadership |
| Soggetto topico |
School management and organization - United States - Philosophy
School management and organization - Social aspects - United States School supervision - United States |
| ISBN |
1-4384-0137-X
0-585-09039-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
CONTENTS; INTRODUCTION: KNOWLEDGE BASE PROBLEMS IN EDUCATIONAL ADMINISTRATION; PART I. FRAMING THE DEBATE: PHILOSOPHICAL, HISTORICAL, AND PRACTICAL ISSUES; The Knowledge Base in Educational Administration: Postpositivist Reflections by James Joseph Scheurich; The Myth of a Knowledge Base in Administration by Janet Littrell and William Foster; Building a Professional Knowledge Base in Educational Administration: Opportunities and Obstacles by Paul V. Bredeson; The Knowledge Base in School Administration: Historical Footings and Emerging Trends by Joseph Murphy
A Knowledge Base for Educational Administration: Notes from the Field by Robert DonmoyerCraft Knowledge and Institutional Constraints by Rodney Muth; Organizational Counterproductivism in Educational Administration by Michael Imber; Narrative Knowledge and Educational Administration: The Stories that Guide Our Practice by Gary L. Anderson and Bonnie Page; PART II. HEARING TRADITIONALLY EXCLUDED VOICES: RACE, ETHNICITY, AND GENDER IN EDUCATIONAL ADMINISTRATION; A Cup Half Full: A Gender Critique of the Knowledge Base in Educational Administration by Charol Shakeshaft How Gender and Ethnicity Interact in the Practice of Educational Administration: The Case of Hispanic Female Superintendents by Flora Ida Ortiz and David Jude OrtizGender, Race, Ethnicity and the Quest for a Knowledge Base in Educational Administration by Vivian Ikpa; Lessons of Leadership: A Critique of the Knowledge Base in Educational Administration by Jayminn Sulir Sanford, Ed.D.; Fe/male Voices: Leadership and the Knowledge Base by Rosemary Papalewis; PART III. ADDING NEW POINTS OF VIEW: ALTERNATIVE THEORETICAL APPROACHES AND MODELS; The Micropolitics of Education by Joseph Blase Developments in Theory and Practice: An Opportunity to Examine the Impact of the Environment on School Organizations by Rodney T. OgawaThe Preparation of Educational Leaders and Rational Choice Theory by Tyll van Geel; Needed: A Knowledge Base that Promotes Creativity-Toward a Rhetorical Knowledge Base for Educational Administration by Jane Clark Lindle; A Constructivist View of the Knowledge Base in Educational Administration by Nona A. Prestine; An Otherist Poststructural Perspective of the Knowledge Base in Educational Administration by Colleen A. Capper Theoretical Pluralism in Educational Administration by Daniel E. GriffithsCONTRIBUTORS; INDEX; A; B; C; D; E; F; G; H; I; L; M; N; O; P; Q; R; S; T; U |
| Record Nr. | UNINA-9910778737503321 |
| Albany, : State University of New York Press, c1995 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The knowledge base in educational administration [[electronic resource] ] : multiple perspectives / / edited by Robert Donmoyer, Michael Imber, James Joseph Scheurich
| The knowledge base in educational administration [[electronic resource] ] : multiple perspectives / / edited by Robert Donmoyer, Michael Imber, James Joseph Scheurich |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Albany, : State University of New York Press, c1995 |
| Descrizione fisica | 1 online resource (175 p.) |
| Disciplina | 371.2/001 |
| Altri autori (Persone) |
DonmoyerRobert
ImberMichael ScheurichJames Joseph <1944-> |
| Collana | SUNY series in educational leadership |
| Soggetto topico |
School management and organization - United States - Philosophy
School management and organization - Social aspects - United States School supervision - United States |
| ISBN |
1-4384-0137-X
0-585-09039-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
CONTENTS; INTRODUCTION: KNOWLEDGE BASE PROBLEMS IN EDUCATIONAL ADMINISTRATION; PART I. FRAMING THE DEBATE: PHILOSOPHICAL, HISTORICAL, AND PRACTICAL ISSUES; The Knowledge Base in Educational Administration: Postpositivist Reflections by James Joseph Scheurich; The Myth of a Knowledge Base in Administration by Janet Littrell and William Foster; Building a Professional Knowledge Base in Educational Administration: Opportunities and Obstacles by Paul V. Bredeson; The Knowledge Base in School Administration: Historical Footings and Emerging Trends by Joseph Murphy
A Knowledge Base for Educational Administration: Notes from the Field by Robert DonmoyerCraft Knowledge and Institutional Constraints by Rodney Muth; Organizational Counterproductivism in Educational Administration by Michael Imber; Narrative Knowledge and Educational Administration: The Stories that Guide Our Practice by Gary L. Anderson and Bonnie Page; PART II. HEARING TRADITIONALLY EXCLUDED VOICES: RACE, ETHNICITY, AND GENDER IN EDUCATIONAL ADMINISTRATION; A Cup Half Full: A Gender Critique of the Knowledge Base in Educational Administration by Charol Shakeshaft How Gender and Ethnicity Interact in the Practice of Educational Administration: The Case of Hispanic Female Superintendents by Flora Ida Ortiz and David Jude OrtizGender, Race, Ethnicity and the Quest for a Knowledge Base in Educational Administration by Vivian Ikpa; Lessons of Leadership: A Critique of the Knowledge Base in Educational Administration by Jayminn Sulir Sanford, Ed.D.; Fe/male Voices: Leadership and the Knowledge Base by Rosemary Papalewis; PART III. ADDING NEW POINTS OF VIEW: ALTERNATIVE THEORETICAL APPROACHES AND MODELS; The Micropolitics of Education by Joseph Blase Developments in Theory and Practice: An Opportunity to Examine the Impact of the Environment on School Organizations by Rodney T. OgawaThe Preparation of Educational Leaders and Rational Choice Theory by Tyll van Geel; Needed: A Knowledge Base that Promotes Creativity-Toward a Rhetorical Knowledge Base for Educational Administration by Jane Clark Lindle; A Constructivist View of the Knowledge Base in Educational Administration by Nona A. Prestine; An Otherist Poststructural Perspective of the Knowledge Base in Educational Administration by Colleen A. Capper Theoretical Pluralism in Educational Administration by Daniel E. GriffithsCONTRIBUTORS; INDEX; A; B; C; D; E; F; G; H; I; L; M; N; O; P; Q; R; S; T; U |
| Record Nr. | UNINA-9910812078903321 |
| Albany, : State University of New York Press, c1995 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Leadership for learning : how to bring out the best in every teacher / / Carl Glickman and Rebecca West Burns
| Leadership for learning : how to bring out the best in every teacher / / Carl Glickman and Rebecca West Burns |
| Autore | Glickman Carl D. |
| Pubbl/distr/stampa | Alexandria, Virginia : , : Association for Supervision & Curriculum Development, , 2020 |
| Descrizione fisica | 1 online resource (162 pages) : illustrations |
| Disciplina | 371.203 |
| Soggetto topico |
School supervision - United States
Teacher effectiveness - United States Effective teaching - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4166-2924-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910494613503321 |
Glickman Carl D.
|
||
| Alexandria, Virginia : , : Association for Supervision & Curriculum Development, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Leadership for learning : how to bring out the best in every teacher / / Carl Glickman and Rebecca West Burns
| Leadership for learning : how to bring out the best in every teacher / / Carl Glickman and Rebecca West Burns |
| Autore | Glickman Carl D. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Alexandria, Virginia USA : , : ASCD, , [2020] |
| Descrizione fisica | 1 online resource (xi, 141 pages) : illustrations |
| Disciplina | 371.203 |
| Collana | Gale eBooks |
| Soggetto topico |
School supervision - United States
Teacher effectiveness - United States Effective teaching - United States |
| ISBN | 1-4166-2924-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Looking at classroom teaching and learning -- Structures for professional learning -- Observing, assessing, and evaluating instruction: technical and procedural skills for leaders -- Talking with teachers: interpersonal skills for leaders -- Differentiating your approach to meet teachers' developmental needs -- Immediate response skills: making the most of teachable moments -- Social emotional wellness and the drive to improve practice in a bewildering time. |
| Record Nr. | UNINA-9910794400903321 |
|
Glickman Carl D.
|
||
| Alexandria, Virginia USA : , : ASCD, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Leadership for learning : how to bring out the best in every teacher / / Carl Glickman and Rebecca West Burns
| Leadership for learning : how to bring out the best in every teacher / / Carl Glickman and Rebecca West Burns |
| Autore | Glickman Carl D. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Alexandria, Virginia USA : , : ASCD, , [2020] |
| Descrizione fisica | 1 online resource (xi, 141 pages) : illustrations |
| Disciplina | 371.203 |
| Collana | Gale eBooks |
| Soggetto topico |
School supervision - United States
Teacher effectiveness - United States Effective teaching - United States |
| ISBN | 1-4166-2924-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Looking at classroom teaching and learning -- Structures for professional learning -- Observing, assessing, and evaluating instruction: technical and procedural skills for leaders -- Talking with teachers: interpersonal skills for leaders -- Differentiating your approach to meet teachers' developmental needs -- Immediate response skills: making the most of teachable moments -- Social emotional wellness and the drive to improve practice in a bewildering time. |
| Record Nr. | UNINA-9910825362203321 |
|
Glickman Carl D.
|
||
| Alexandria, Virginia USA : , : ASCD, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Sichtweisen erfolgreicher Schulleiter : Eine Analyse zur Führung von Good-Practice-Schulen im Übergang Schule-Beruf in der internationalen bodenseeregion / / Armin Sehrer
| Sichtweisen erfolgreicher Schulleiter : Eine Analyse zur Führung von Good-Practice-Schulen im Übergang Schule-Beruf in der internationalen bodenseeregion / / Armin Sehrer |
| Autore | Sehrer Armin |
| Pubbl/distr/stampa | Frankfurt am Main, Germany : , : Peter Lang Edition, , 2013 |
| Descrizione fisica | 1 online resource (321 p.) |
| Disciplina | 371.2011 |
| Collana | Studien zur beruflichen Kompetenzentwicklung |
| Soggetto topico |
School administrators - United States
School management and organization - United States School supervision - United States |
| ISBN | 3-653-03501-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Nota di contenuto |
Cover; Abstract; Danksagungen/Widmungen; Inhaltsverzeichnis; Abbildungsverzeichnis; Tabellenverzeichnis; Abkürzungsverzeichnis; 1 Zielsetzung und Problemstellung der Arbeit; 2 Theoretischer Rahmen und Forschungsstand - Entwicklung eines Bezugsrahmens der Untersuchung; 2.1 Historische Einordnung der Studie - ein Blick in relevante Forschungstraditionen; 2.2 Schulisch relevante gesellschaftliche Wandlungstendenzen und deren entsprechende theoretischen und empirischen Erkenntnisse; 2.2.1 Wandel hinsichtlich der Schulautonomie und der Schulressourcen
2.2.2 Wandel hinsichtlich der Schulentwicklung2.2.3 Wandel hinsichtlich Qualitätsansprüchen: Good-Practice-, Schulqualitäts- und Wettbewerbsforschung; 2.2.4 Wandel hinsichtlich der Ansprüche an Schulleiter; 2.2.5 Wandel hinsichtlich Innovationskompetenzen und Innovationsmanagement an Schulen; 2.2.6 Wandel hinsichtlich schulischer Netzwerkbildung; 2.2.7 Wandel hinsichtlich der Steuerung von Schulen: Zum schulischen Governance-Konzept; 2.2.8 Wandel hinsichtlich der Bedeutung der Region einer Schule: Zum Regions-Konzept und Regional Governance-Konzept 2.2.9 Wandel hinsichtlich der Bedeutung des Berufskonzepts2.3 Schulen als Lernende Organisationen; 2.4 Synopse und Schlussfolgerungen für den Untersuchungsansatz; 3 Erforschung von subjektiven Theorien, Beliefs, Deutungsmustern, Sichtweisen und artverwandten Konzepten im schulischen Kontext; 3.1 Das Konzept der Subjektiven Theorien; 3.2 Das Konzept der Beliefs; 3.3 Das Konzept der Deutungsmuster; 3.4 Das Konzept Mentaler Modelle; 3.5 Das Konzept der Sichtweisen; 3.6 Zur Bedeutung der Sichtweisen für das Schulleiterhandeln; 3.7 Die Erhebung bzw. Rekonstruktion von Sichtweisen 3.8 Schlussfolgerungen für die eigene Untersuchung4 Fragestellung, Feldzugang und Methoden; 4.1 Fragestellung/Forschungsfrage; 4.2 Einbindung in ein Forschungsprojekt; 4.3 Feldzugang im Rahmen des Projekts BRÜCKE; 4.4 Erhebungsverfahren - Mixed Methods; 4.4.1 Fragebogen an Schulen und Betriebe; 4.4.2 Leitfadengestützte qualitative Experten-Interviews; 4.4.2.1 Stichprobenauswahl; 4.4.2.2 Zielsetzung und Begründung der Methodenwahl des Experten-Interviews mit der Ergänzung eines standardisierten Kurzfragebogens; 4.4.2.3 Entwicklung des Interviewleitfadens 4.5 Transkription und Transkriptionssystem4.6 Auswertung; 4.6.1 Gütekriterien; 4.6.2 Inhaltsanalytisches Ablaufmodell; 4.6.2.1 Festlegung des Materials; 4.6.2.2 Analyse der Entstehungssituation; 4.6.2.3 Formale Charakteristika des Materials; 4.6.2.4 Richtung der Analyse; 4.6.2.5 Theoretische Differenzierung der Fragestellung; 4.6.2.6 Bestimmung der Analysetechnik; 4.6.2.7 Definition der Analyseeinheit; 4.6.2.8 Analyseschritte; 4.6.3 Typenbildung; 4.6.3.1 Erarbeitung relevanter Vergleichsdimensionen 4.6.3.2 Gruppierung der Fälle und Analyse empirischer Regelmäßigkeiten (Gruppierung nach Ähnlichkeiten) |
| Record Nr. | UNINA-9910140281603321 |
|
Sehrer Armin
|
||
| Frankfurt am Main, Germany : , : Peter Lang Edition, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Supervision across the content areas / / Sally J. Zepeda and R. Stewart Mayers
| Supervision across the content areas / / Sally J. Zepeda and R. Stewart Mayers |
| Autore | Zepeda Sally J. <1956-, > |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 371.2/03 |
| Altri autori (Persone) | MayersR. Stewart <1959-> |
| Collana | An Eye On Education Book |
| Soggetto topico |
School supervision - United States
Curriculum planning - United States Educational accountability - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-315-85261-6
1-317-91922-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Acknowledgments; Table of Contents; About the Authors; 1 The Context of Teaching, Learning, and Instructional Supervision; Why Supervision Across the Content Areas; Accountability and Standards; Standards; The Context of Teaching and Learning; Framing Supervision in a Context; Embed ""Learning Opportunities with Others"" into Everyday Work; Sustain Relationships; Recognize the Adult Learner; Suggested Readings; 2 Instructional Supervision; Instructional Supervision; Informal and Formal Supervision; Informal Classroom Observations
Formal Classroom ObservationsClinical Supervision; Conducting the Pre-Observation Conference; Conducting Classroom Observations-Tracking Data; Conducting Post-Observation Conferences; Differentiated and Developmental Supervision; Developmental Supervision; Peer Coaching; Administrative Support; Action Research; Portfolio Development; Pulling Together Differentiated Supervisory Practices; Suggested Readings; 3 Supervising the Curriculum; Defining Curriculum; Real Curriculum, Written Curriculum, and Tested Curriculum; Curriculum Alignment; Auditing Curriculum and Instruction; Audits Curriculum MappingInstructional Pacing; Suggested Readings; 4 Linkages Among Curriculum, Learning, and Instruction; Linkages to Learning; The Teacher-Centered Paradigm; Student-Directed Learning and Constructivism; Differentiated Instruction; Instructional Methods; Socratic Seminars; Cooperative Learning; Types of Cooperative Learning; Assessing Cooperative Learning; Supervision and Cooperative Learning; Simulations; Inquiry; The Teacher's Role in the Inquiry Model; The Phases of the Inquiry Model; Teaching Inquiry: What Teachers Need to Know; Supervision and the Inquiry Method Enhancing Instructional MethodsLearning Centers; Technology-Based Lessons; Puzzles, Games, and Manipulatives; Differentiated Assessment; Portfolios; Demonstrations; Research Projects; Suggested Readings; 5 Brain Research, Multiple Intelligences, and Learning Styles; What Is Differentiated Instruction?; The Human Brain: Cultivating the Potential for Learning; Relevant Findings from Brain Research; The Changing Brain; The Development of Intelligence; Windows of Opportunity; Emotion and Learning; Recommendations for Teaching and Learning; Multiple Intelligences; Linguistic Intelligence Musical IntelligenceLogical-Mathematical Intelligence; Spatial Intelligence; Bodily-Kinesthetic Intelligence; Interpersonal Intelligence; Intrapersonal Intelligence; Learning Styles; The Development of Learning Styles Theory; Models of Learning Styles; Using Brain Research, Multiple Intelligences, and Learning Styles to Differentiate Instruction; Supervision to Support the Use of Brain Research, Multiple Intelligences, and Learning Styles; Suggested Readings; 6 Students as Learners; Theories of Psychological, Social, and Emotional Development; Elementary School Learners Learners in Middle Schools |
| Record Nr. | UNINA-9910465053503321 |
|
Zepeda Sally J. <1956-, >
|
||
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Supervision across the content areas / / Sally J. Zepeda and R. Stewart Mayers
| Supervision across the content areas / / Sally J. Zepeda and R. Stewart Mayers |
| Autore | Zepeda Sally J. <1956-, > |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 371.2/03 |
| Altri autori (Persone) | MayersR. Stewart <1959-> |
| Collana | An Eye On Education Book |
| Soggetto topico |
School supervision - United States
Curriculum planning - United States Educational accountability - United States |
| ISBN |
1-317-91921-1
1-315-85261-6 1-317-91922-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Acknowledgments; Table of Contents; About the Authors; 1 The Context of Teaching, Learning, and Instructional Supervision; Why Supervision Across the Content Areas; Accountability and Standards; Standards; The Context of Teaching and Learning; Framing Supervision in a Context; Embed ""Learning Opportunities with Others"" into Everyday Work; Sustain Relationships; Recognize the Adult Learner; Suggested Readings; 2 Instructional Supervision; Instructional Supervision; Informal and Formal Supervision; Informal Classroom Observations
Formal Classroom ObservationsClinical Supervision; Conducting the Pre-Observation Conference; Conducting Classroom Observations-Tracking Data; Conducting Post-Observation Conferences; Differentiated and Developmental Supervision; Developmental Supervision; Peer Coaching; Administrative Support; Action Research; Portfolio Development; Pulling Together Differentiated Supervisory Practices; Suggested Readings; 3 Supervising the Curriculum; Defining Curriculum; Real Curriculum, Written Curriculum, and Tested Curriculum; Curriculum Alignment; Auditing Curriculum and Instruction; Audits Curriculum MappingInstructional Pacing; Suggested Readings; 4 Linkages Among Curriculum, Learning, and Instruction; Linkages to Learning; The Teacher-Centered Paradigm; Student-Directed Learning and Constructivism; Differentiated Instruction; Instructional Methods; Socratic Seminars; Cooperative Learning; Types of Cooperative Learning; Assessing Cooperative Learning; Supervision and Cooperative Learning; Simulations; Inquiry; The Teacher's Role in the Inquiry Model; The Phases of the Inquiry Model; Teaching Inquiry: What Teachers Need to Know; Supervision and the Inquiry Method Enhancing Instructional MethodsLearning Centers; Technology-Based Lessons; Puzzles, Games, and Manipulatives; Differentiated Assessment; Portfolios; Demonstrations; Research Projects; Suggested Readings; 5 Brain Research, Multiple Intelligences, and Learning Styles; What Is Differentiated Instruction?; The Human Brain: Cultivating the Potential for Learning; Relevant Findings from Brain Research; The Changing Brain; The Development of Intelligence; Windows of Opportunity; Emotion and Learning; Recommendations for Teaching and Learning; Multiple Intelligences; Linguistic Intelligence Musical IntelligenceLogical-Mathematical Intelligence; Spatial Intelligence; Bodily-Kinesthetic Intelligence; Interpersonal Intelligence; Intrapersonal Intelligence; Learning Styles; The Development of Learning Styles Theory; Models of Learning Styles; Using Brain Research, Multiple Intelligences, and Learning Styles to Differentiate Instruction; Supervision to Support the Use of Brain Research, Multiple Intelligences, and Learning Styles; Suggested Readings; 6 Students as Learners; Theories of Psychological, Social, and Emotional Development; Elementary School Learners Learners in Middle Schools |
| Record Nr. | UNINA-9910786557703321 |
|
Zepeda Sally J. <1956-, >
|
||
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Supervision across the content areas / / Sally J. Zepeda and R. Stewart Mayers
| Supervision across the content areas / / Sally J. Zepeda and R. Stewart Mayers |
| Autore | Zepeda Sally J. <1956-, > |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 371.2/03 |
| Altri autori (Persone) | MayersR. Stewart <1959-> |
| Collana | An Eye On Education Book |
| Soggetto topico |
School supervision - United States
Curriculum planning - United States Educational accountability - United States |
| ISBN |
1-317-91921-1
1-315-85261-6 1-317-91922-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Acknowledgments; Table of Contents; About the Authors; 1 The Context of Teaching, Learning, and Instructional Supervision; Why Supervision Across the Content Areas; Accountability and Standards; Standards; The Context of Teaching and Learning; Framing Supervision in a Context; Embed ""Learning Opportunities with Others"" into Everyday Work; Sustain Relationships; Recognize the Adult Learner; Suggested Readings; 2 Instructional Supervision; Instructional Supervision; Informal and Formal Supervision; Informal Classroom Observations
Formal Classroom ObservationsClinical Supervision; Conducting the Pre-Observation Conference; Conducting Classroom Observations-Tracking Data; Conducting Post-Observation Conferences; Differentiated and Developmental Supervision; Developmental Supervision; Peer Coaching; Administrative Support; Action Research; Portfolio Development; Pulling Together Differentiated Supervisory Practices; Suggested Readings; 3 Supervising the Curriculum; Defining Curriculum; Real Curriculum, Written Curriculum, and Tested Curriculum; Curriculum Alignment; Auditing Curriculum and Instruction; Audits Curriculum MappingInstructional Pacing; Suggested Readings; 4 Linkages Among Curriculum, Learning, and Instruction; Linkages to Learning; The Teacher-Centered Paradigm; Student-Directed Learning and Constructivism; Differentiated Instruction; Instructional Methods; Socratic Seminars; Cooperative Learning; Types of Cooperative Learning; Assessing Cooperative Learning; Supervision and Cooperative Learning; Simulations; Inquiry; The Teacher's Role in the Inquiry Model; The Phases of the Inquiry Model; Teaching Inquiry: What Teachers Need to Know; Supervision and the Inquiry Method Enhancing Instructional MethodsLearning Centers; Technology-Based Lessons; Puzzles, Games, and Manipulatives; Differentiated Assessment; Portfolios; Demonstrations; Research Projects; Suggested Readings; 5 Brain Research, Multiple Intelligences, and Learning Styles; What Is Differentiated Instruction?; The Human Brain: Cultivating the Potential for Learning; Relevant Findings from Brain Research; The Changing Brain; The Development of Intelligence; Windows of Opportunity; Emotion and Learning; Recommendations for Teaching and Learning; Multiple Intelligences; Linguistic Intelligence Musical IntelligenceLogical-Mathematical Intelligence; Spatial Intelligence; Bodily-Kinesthetic Intelligence; Interpersonal Intelligence; Intrapersonal Intelligence; Learning Styles; The Development of Learning Styles Theory; Models of Learning Styles; Using Brain Research, Multiple Intelligences, and Learning Styles to Differentiate Instruction; Supervision to Support the Use of Brain Research, Multiple Intelligences, and Learning Styles; Suggested Readings; 6 Students as Learners; Theories of Psychological, Social, and Emotional Development; Elementary School Learners Learners in Middle Schools |
| Record Nr. | UNINA-9910827106003321 |
|
Zepeda Sally J. <1956-, >
|
||
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Trust matters : leadership for successful schools / / Megan Tschannen-Moran
| Trust matters : leadership for successful schools / / Megan Tschannen-Moran |
| Autore | Tschannen-Moran Megan <1956-> |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (338 p.) |
| Disciplina | 371.203 |
| Soggetto topico |
School supervision - United States
Teacher-principal relationships - United States Educational leadership - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-83795-9
1-118-83798-3 |
| Classificazione | EDU001000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Trust Matters: Leadership for Successful Schools; Copyright; Contents; Preface; Acknowledgments; Chapter 1: A Matter of Trust; Meaning Well; Doing Well; Trust and Schools; Changing Expectations; Aspirations for Equity; Pressure for Change; Trust Matters; Key Points about a Matter of Trust; Questions for Reflection and Discussion; Chapter 2: Defining Trust; What Is Trust?; Vulnerability through Interdependence; The Five Facets of Trust; Differentiated Trust; Trust and Hierarchy; Putting It into Action; Key Points about Defining Trust; Questions for Reflection and Discussion
Chapter 3: Fostering Trust Initial Trust; Institutional Supports; Reputation; Factors That Influence Developing Trust; Disposition to Trust; Values and Attitudes; Moods and Emotions; Authentic and Optimal Trust; Putting It into Action; Key Points about Fostering Trust; Questions for Reflection and Discussion; Chapter 4: Betrayal; What Is Betrayal?; The Keep-the-Peace Principal; A Debilitating Culture of Distrust; Constrained Communication; Confined Decision Making; Corroded Citizenship and Commitment; Putting It into Action; Key Points about Betrayal; Questions for Reflection and Discussion Chapter 5: Revenge The Dynamics of Revenge; Responding to Betrayal; The Complexity of Revenge; The Overzealous Reformer; A Culture of Control; Micromanagement; Rigidity; Proliferation of Rules; Rules That Facilitate; Putting It into Action; Key Points about Revenge; Questions for Reflection and Discussion; Chapter 6: Teachers Trusting One Another; Building a Professional Learning Community at Brookside; Faculty Trust and the Five Facets; Benevolence; Honesty; Openness; Reliability; Competence; The Payoffs of Faculty Trust; Fluid Collaboration; Robust Collective Sense of Efficacy Constructive Controversy Putting It into Action; Key Points about Teachers Trusting One Another; Questions for Reflection and Discussion; Chapter 7: Cultivating Trust with Students; Teachers' Trust in Students; The Five Facets and Teachers' Trust in Students; Relationship between Teachers' Trust in Students and Achievement; Students' Trust in Teachers; Initiation; Student Perspectives; Earning Student Trust; Rethinking Student Misbehavior; Creating High-Trust Classrooms; Understanding Teacher Aggression; Putting It into Action; Key Points about Cultivating Trust with Students Questions for Reflection and Discussion Chapter 8: Building Bridges of Trust with Families; The Facets of Family-School Trust; Benevolence; Honesty; Openness; Reliability; Competence; Trust and Family Engagement; Teachers' Trust in Families; Parents' Trust in Schools; Fostering Trust with Families; Putting It into Action; Key Points about Building Bridges of Trust with Families; Questions for Reflection and Discussion; Chapter 9: Restoring Broken Trust; Trust Repair; Admit It; Apologize; Ask for Forgiveness; Amend Your Ways; Factors That Facilitate Restoring Trust Unconditionally Adopting Constructive Attitudes and Actions |
| Record Nr. | UNINA-9910464937203321 |
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Tschannen-Moran Megan <1956->
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| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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