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Developing learning communities through teacher expertise / / Giselle O. Martin-Kniep ; cover designer, Michael Dubowe
| Developing learning communities through teacher expertise / / Giselle O. Martin-Kniep ; cover designer, Michael Dubowe |
| Autore | Martin-Kniep Giselle O. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2004 |
| Descrizione fisica | 1 online resource (129 p.) |
| Disciplina | 370.7150973 |
| Soggetto topico |
Teachers - In-service training - United States
Group work in education - United States Teachers - Professional relationships - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4833-6081-4
1-4833-6300-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Author""; ""Chapter 1 - Learning Communities""; ""What are Learning Communities?""; ""Why are They Important?""; ""What Do Learning Communities Do? What Do They Require to Function?""; ""What Gets in the Way of the Development of Learning Communities?""; ""What can We Do to Support Learning Communities?""; ""Possible Questions for the Reader""; ""Recommended Books on Learning Communities""; ""Chapter 2 - Standards-Based Curriculum and Assessment Design""
""What Does it Take to Develop a Standards-Based, Learner-Centered Unit?""""How Do We Help Teachers Develop High-Quality Standards-Based Units?""; ""Possible Questions for the Reader""; ""Recommended Books on Standards-Based Curriculum and Assessment Design""; ""Chapter 3 - Data-Driven Inquiry and Action Research""; ""Three Examples of Inquiry""; ""How can Schools Support Individual, Collaborative, and School-Based Research?""; ""Possible Questions for the Reader""; ""Recommended Books on Action Research and Use of Data""; ""Chapter 4 - Professional Portfolios"" ""What Do Professional Portfolios Include?""""Understanding and Use of Standards-Based and Learner-Centered Curriculum and Assessment""; ""Use of Reflection and Data to Improve One�s Practice""; ""How are Professional Portfolios Organized?""; ""How can Schools Begin to Support the Development and Use of Professional Portfolios?""; ""Possible Questions for the Reader""; ""Recommended Books on Portfolios""; ""Chapter 5 - Developing an Action Plan""; ""Identification of Internal Expertise""; ""Assessment of Needs""; ""Brokering of Relationships among Teachers"" ""Curriculum and Assessment Design Work""""Inquiry and Analysis Work""; ""Professional Portfolio Work""; ""Appendix A: Description of CSETL and its Mission""; ""Appendix B: Unit Design Template""; ""Appendix C: Application to become a CSETL Fellow""; ""Appendix D: Professional Portfolio Rubric""; ""References""; ""Index"" |
| Record Nr. | UNINA-9910480544303321 |
Martin-Kniep Giselle O.
|
||
| Thousand Oaks, California : , : Corwin Press, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing learning communities through teacher expertise / / Giselle O. Martin-Kniep ; cover designer, Michael Dubowe
| Developing learning communities through teacher expertise / / Giselle O. Martin-Kniep ; cover designer, Michael Dubowe |
| Autore | Martin-Kniep Giselle O. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2004 |
| Descrizione fisica | 1 online resource (129 p.) |
| Disciplina | 370.7150973 |
| Soggetto topico |
Teachers - In-service training - United States
Group work in education - United States Teachers - Professional relationships - United States |
| ISBN |
1-4833-6081-4
1-4833-6300-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Author""; ""Chapter 1 - Learning Communities""; ""What are Learning Communities?""; ""Why are They Important?""; ""What Do Learning Communities Do? What Do They Require to Function?""; ""What Gets in the Way of the Development of Learning Communities?""; ""What can We Do to Support Learning Communities?""; ""Possible Questions for the Reader""; ""Recommended Books on Learning Communities""; ""Chapter 2 - Standards-Based Curriculum and Assessment Design""
""What Does it Take to Develop a Standards-Based, Learner-Centered Unit?""""How Do We Help Teachers Develop High-Quality Standards-Based Units?""; ""Possible Questions for the Reader""; ""Recommended Books on Standards-Based Curriculum and Assessment Design""; ""Chapter 3 - Data-Driven Inquiry and Action Research""; ""Three Examples of Inquiry""; ""How can Schools Support Individual, Collaborative, and School-Based Research?""; ""Possible Questions for the Reader""; ""Recommended Books on Action Research and Use of Data""; ""Chapter 4 - Professional Portfolios"" ""What Do Professional Portfolios Include?""""Understanding and Use of Standards-Based and Learner-Centered Curriculum and Assessment""; ""Use of Reflection and Data to Improve One�s Practice""; ""How are Professional Portfolios Organized?""; ""How can Schools Begin to Support the Development and Use of Professional Portfolios?""; ""Possible Questions for the Reader""; ""Recommended Books on Portfolios""; ""Chapter 5 - Developing an Action Plan""; ""Identification of Internal Expertise""; ""Assessment of Needs""; ""Brokering of Relationships among Teachers"" ""Curriculum and Assessment Design Work""""Inquiry and Analysis Work""; ""Professional Portfolio Work""; ""Appendix A: Description of CSETL and its Mission""; ""Appendix B: Unit Design Template""; ""Appendix C: Application to become a CSETL Fellow""; ""Appendix D: Professional Portfolio Rubric""; ""References""; ""Index"" |
| Record Nr. | UNINA-9910797449203321 |
|
Martin-Kniep Giselle O.
|
||
| Thousand Oaks, California : , : Corwin Press, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing learning communities through teacher expertise / / Giselle O. Martin-Kniep ; cover designer, Michael Dubowe
| Developing learning communities through teacher expertise / / Giselle O. Martin-Kniep ; cover designer, Michael Dubowe |
| Autore | Martin-Kniep Giselle O. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2004 |
| Descrizione fisica | 1 online resource (129 p.) |
| Disciplina | 370.7150973 |
| Soggetto topico |
Teachers - In-service training - United States
Group work in education - United States Teachers - Professional relationships - United States |
| ISBN |
1-4833-6081-4
1-4833-6300-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Author""; ""Chapter 1 - Learning Communities""; ""What are Learning Communities?""; ""Why are They Important?""; ""What Do Learning Communities Do? What Do They Require to Function?""; ""What Gets in the Way of the Development of Learning Communities?""; ""What can We Do to Support Learning Communities?""; ""Possible Questions for the Reader""; ""Recommended Books on Learning Communities""; ""Chapter 2 - Standards-Based Curriculum and Assessment Design""
""What Does it Take to Develop a Standards-Based, Learner-Centered Unit?""""How Do We Help Teachers Develop High-Quality Standards-Based Units?""; ""Possible Questions for the Reader""; ""Recommended Books on Standards-Based Curriculum and Assessment Design""; ""Chapter 3 - Data-Driven Inquiry and Action Research""; ""Three Examples of Inquiry""; ""How can Schools Support Individual, Collaborative, and School-Based Research?""; ""Possible Questions for the Reader""; ""Recommended Books on Action Research and Use of Data""; ""Chapter 4 - Professional Portfolios"" ""What Do Professional Portfolios Include?""""Understanding and Use of Standards-Based and Learner-Centered Curriculum and Assessment""; ""Use of Reflection and Data to Improve One�s Practice""; ""How are Professional Portfolios Organized?""; ""How can Schools Begin to Support the Development and Use of Professional Portfolios?""; ""Possible Questions for the Reader""; ""Recommended Books on Portfolios""; ""Chapter 5 - Developing an Action Plan""; ""Identification of Internal Expertise""; ""Assessment of Needs""; ""Brokering of Relationships among Teachers"" ""Curriculum and Assessment Design Work""""Inquiry and Analysis Work""; ""Professional Portfolio Work""; ""Appendix A: Description of CSETL and its Mission""; ""Appendix B: Unit Design Template""; ""Appendix C: Application to become a CSETL Fellow""; ""Appendix D: Professional Portfolio Rubric""; ""References""; ""Index"" |
| Record Nr. | UNINA-9910829064703321 |
|
Martin-Kniep Giselle O.
|
||
| Thousand Oaks, California : , : Corwin Press, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Educators as learners [[electronic resource] ] : creating a professional learning community in your school / / edited by Penelope J. Wald and Michael S. Castleberry
| Educators as learners [[electronic resource] ] : creating a professional learning community in your school / / edited by Penelope J. Wald and Michael S. Castleberry |
| Pubbl/distr/stampa | Alexandria, Va., : Association for Supervision and Curriculum Development |
| Descrizione fisica | 1 online resource (142 p.) |
| Altri autori (Persone) |
WaldPenelope Jo
CastleberryMichael S. <1945-> |
| Soggetto topico |
Teachers - In-service training - United States
Teachers - Training of |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-92838-7
0-87120-551-3 9786610928385 1-4166-0453-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover ""; ""Title Page ""; ""Copyright ""; ""Table of Contents ""; ""List of Figures ""; ""Foreword""; ""Preface and Acknowledgments""; ""Part I: Cornerstones""; ""Chapter 1: Realigning for Change""; ""Chapter 2: Learning Communities�An Ethos for Professional Change""; ""Chapter 3: Leading Professional Learning Communities""; ""Part II: Process""; ""Chapter 4: Identity of the Learning Community""; ""Chapter 5: Learning as a Community""; ""Chapter 6: Enhancing Capacity to Learn""; ""Part III: Tools for Learning""; ""Tool 1: Force Field Analysis""; ""Tool 2: Probable and Preferred Future""
""Tool 3: Affinity""""Tool 4: Open Space""; ""Tool 5: Think, Pair, Share""; ""Tool 6: Communication Norms for Collaborative Groups""; ""Tool 7: Left-Hand Column""; ""Tool 8: The Pyramid""; ""Tool 9: Ground Rules""; ""Tool 10: Communication Patterns""; ""Epilogue""; ""Glossary""; ""References and Bibliography""; ""Index""; ""About the Editors and Contributors""; ""Related ASCD Resources""; ""Search this Book "" |
| Record Nr. | UNINA-9910454202903321 |
| Alexandria, Va., : Association for Supervision and Curriculum Development | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Educators as learners [[electronic resource] ] : creating a professional learning community in your school / / edited by Penelope J. Wald and Michael S. Castleberry
| Educators as learners [[electronic resource] ] : creating a professional learning community in your school / / edited by Penelope J. Wald and Michael S. Castleberry |
| Pubbl/distr/stampa | Alexandria, Va., : Association for Supervision and Curriculum Development |
| Descrizione fisica | 1 online resource (142 p.) |
| Disciplina | 370/.71/5 |
| Altri autori (Persone) |
WaldPenelope Jo
CastleberryMichael S. <1945-> |
| Soggetto topico |
Teachers - In-service training - United States
Teachers - Training of |
| ISBN |
1-280-92838-7
0-87120-551-3 9786610928385 1-4166-0453-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover ""; ""Title Page ""; ""Copyright ""; ""Table of Contents ""; ""List of Figures ""; ""Foreword""; ""Preface and Acknowledgments""; ""Part I: Cornerstones""; ""Chapter 1: Realigning for Change""; ""Chapter 2: Learning Communities�An Ethos for Professional Change""; ""Chapter 3: Leading Professional Learning Communities""; ""Part II: Process""; ""Chapter 4: Identity of the Learning Community""; ""Chapter 5: Learning as a Community""; ""Chapter 6: Enhancing Capacity to Learn""; ""Part III: Tools for Learning""; ""Tool 1: Force Field Analysis""; ""Tool 2: Probable and Preferred Future""
""Tool 3: Affinity""""Tool 4: Open Space""; ""Tool 5: Think, Pair, Share""; ""Tool 6: Communication Norms for Collaborative Groups""; ""Tool 7: Left-Hand Column""; ""Tool 8: The Pyramid""; ""Tool 9: Ground Rules""; ""Tool 10: Communication Patterns""; ""Epilogue""; ""Glossary""; ""References and Bibliography""; ""Index""; ""About the Editors and Contributors""; ""Related ASCD Resources""; ""Search this Book "" |
| Record Nr. | UNINA-9910782180103321 |
| Alexandria, Va., : Association for Supervision and Curriculum Development | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Educators as learners [[electronic resource] ] : creating a professional learning community in your school / / edited by Penelope J. Wald and Michael S. Castleberry
| Educators as learners [[electronic resource] ] : creating a professional learning community in your school / / edited by Penelope J. Wald and Michael S. Castleberry |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Alexandria, Va., : Association for Supervision and Curriculum Development |
| Descrizione fisica | 1 online resource (142 p.) |
| Disciplina | 370/.71/5 |
| Altri autori (Persone) |
WaldPenelope Jo
CastleberryMichael S. <1945-> |
| Soggetto topico |
Teachers - In-service training - United States
Teachers - Training of |
| ISBN |
1-280-92838-7
0-87120-551-3 9786610928385 1-4166-0453-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover ""; ""Title Page ""; ""Copyright ""; ""Table of Contents ""; ""List of Figures ""; ""Foreword""; ""Preface and Acknowledgments""; ""Part I: Cornerstones""; ""Chapter 1: Realigning for Change""; ""Chapter 2: Learning Communities�An Ethos for Professional Change""; ""Chapter 3: Leading Professional Learning Communities""; ""Part II: Process""; ""Chapter 4: Identity of the Learning Community""; ""Chapter 5: Learning as a Community""; ""Chapter 6: Enhancing Capacity to Learn""; ""Part III: Tools for Learning""; ""Tool 1: Force Field Analysis""; ""Tool 2: Probable and Preferred Future""
""Tool 3: Affinity""""Tool 4: Open Space""; ""Tool 5: Think, Pair, Share""; ""Tool 6: Communication Norms for Collaborative Groups""; ""Tool 7: Left-Hand Column""; ""Tool 8: The Pyramid""; ""Tool 9: Ground Rules""; ""Tool 10: Communication Patterns""; ""Epilogue""; ""Glossary""; ""References and Bibliography""; ""Index""; ""About the Editors and Contributors""; ""Related ASCD Resources""; ""Search this Book "" |
| Record Nr. | UNINA-9910825928103321 |
| Alexandria, Va., : Association for Supervision and Curriculum Development | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A facilitator's guide to professional learning teams [[electronic resource] ] : creating on-the-job opportunities for teachers to learn and grow / / [written by Anne Jolly]
| A facilitator's guide to professional learning teams [[electronic resource] ] : creating on-the-job opportunities for teachers to learn and grow / / [written by Anne Jolly] |
| Autore | Jolly Anne |
| Pubbl/distr/stampa | [Greensboro, N.C.] : , : SERVE, , [2005] |
| Descrizione fisica | 1 online resource (various pagings) : color illustrations |
| Soggetto topico |
Teachers - In-service training - United States
School administrators - In-service training - United States |
| Soggetto genere / forma | Handbooks and manuals. |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Facilitator's guide to professional learning teams |
| Record Nr. | UNINA-9910699638103321 |
|
Jolly Anne
|
||
| [Greensboro, N.C.] : , : SERVE, , [2005] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Freedom at work : language, professional, and intellectual development in schools / / Maria E. Torres-Guzman with Ruth Swinney
| Freedom at work : language, professional, and intellectual development in schools / / Maria E. Torres-Guzman with Ruth Swinney |
| Autore | Torres-Guzman Maria E. |
| Pubbl/distr/stampa | London : , : Routledge, , 2016 |
| Descrizione fisica | 1 online resource (203 p.) |
| Disciplina | 370.1 |
| Altri autori (Persone) | SwinneyRuth |
| Collana | Series in critical narrative |
| Soggetto topico |
Teachers - In-service training - United States
Teacher-principal relationships - United States Language and education - United States Multiculturalism - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-317-25950-5
1-317-25949-1 1-315-63459-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Acknowledgments; 1 Enmarcando/An Introduction; From Gray to Color: The Why of the Study; My Questions, My Methods; Activities; Endnotes; Part One: Language Development as Freedom; 2 Language and Culture from the Periphery to the Center; PS 165 Community; Latinos; Test Scores and Transformation; Parameters for Dual-Language Education; Reflection on Unfreedoms; Activities; Endnotes; 3 Negotiating Language; Negotiating Spaces; Language Allocation; Reflection on Definitions of Freedom; Activities; Endnotes
Part Two: Professional Development as Freedom4 The Professional Development Plan; Encouraging Autonomy and Risk Taking; Portfolios; Curriculum Conversations; Collaborative Leadership and Governance; Activities; Endnotes; 5 The Many Benefits of Group Study; Classroom Ethnography Study Group; The Reading Group; Teacher Inquiry/Study Group; Dual-Language Study Group; Schedules, Time, and Accountability; Activities; Endnotes; 6 The Synergy of Collaboration: Teachers and Researchers Together; The Professional Development School; The First Bilingual Internships; Intervisitations PDS Teaching SeminarPDS Inquiry Group; The Greater Council; The Holmes Partnership Annual Conference; Disturbing the Bilingual Teacher Education Program; Other Ways of Breaking Isolation and Creating Community; Reflection on Freedom: The Individual and the Collective; Activities; Endnotes; 7 Teaching as Social Practice; Case #1: On Culture and Curriculum; Case #2: Negotiating Academic Language Through Culture; Case #3: Teaching Academic Language in Context; Case #4: Language Choice; Case #5: Learning About Scaffolding; Activities; Endnotes; Part Three: Intellectual Development as Freedom 8 Teachers Speak: Their Theories and Educational GoalsEmpowerment; Independence; Interdependence; Social Justice; Reflections on Teachers' Practices and Thinking; Activities; Endnotes; 9 Other Theories of Development as Freedom; Definitions of Freedom; The Individual and Society; Agency; Freedom as Product and Process; How the Social Freedoms Came Together; Language Development as Freedom; Intellectual Development as Freedom; Professional Development as Freedom; Activities; Endnotes; 10 One Principal's Perspective; Endnote; 11 My Perspective; Activities; Endnotes 12 Conclusions: Openings for Future FreedomsEndnotes; Index; About the Author |
| Record Nr. | UNINA-9910460500903321 |
|
Torres-Guzman Maria E.
|
||
| London : , : Routledge, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Freedom at work : language, professional, and intellectual development in schools / / Maria E. Torres-Guzman with Ruth Swinney
| Freedom at work : language, professional, and intellectual development in schools / / Maria E. Torres-Guzman with Ruth Swinney |
| Autore | Torres-Guzman Maria E. |
| Pubbl/distr/stampa | London : , : Routledge, , 2016 |
| Descrizione fisica | 1 online resource (203 p.) |
| Disciplina | 370.1 |
| Altri autori (Persone) | SwinneyRuth |
| Collana | Series in critical narrative |
| Soggetto topico |
Teachers - In-service training - United States
Teacher-principal relationships - United States Language and education - United States Multiculturalism - United States |
| ISBN |
1-317-25950-5
1-317-25949-1 1-315-63459-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Acknowledgments; 1 Enmarcando/An Introduction; From Gray to Color: The Why of the Study; My Questions, My Methods; Activities; Endnotes; Part One: Language Development as Freedom; 2 Language and Culture from the Periphery to the Center; PS 165 Community; Latinos; Test Scores and Transformation; Parameters for Dual-Language Education; Reflection on Unfreedoms; Activities; Endnotes; 3 Negotiating Language; Negotiating Spaces; Language Allocation; Reflection on Definitions of Freedom; Activities; Endnotes
Part Two: Professional Development as Freedom4 The Professional Development Plan; Encouraging Autonomy and Risk Taking; Portfolios; Curriculum Conversations; Collaborative Leadership and Governance; Activities; Endnotes; 5 The Many Benefits of Group Study; Classroom Ethnography Study Group; The Reading Group; Teacher Inquiry/Study Group; Dual-Language Study Group; Schedules, Time, and Accountability; Activities; Endnotes; 6 The Synergy of Collaboration: Teachers and Researchers Together; The Professional Development School; The First Bilingual Internships; Intervisitations PDS Teaching SeminarPDS Inquiry Group; The Greater Council; The Holmes Partnership Annual Conference; Disturbing the Bilingual Teacher Education Program; Other Ways of Breaking Isolation and Creating Community; Reflection on Freedom: The Individual and the Collective; Activities; Endnotes; 7 Teaching as Social Practice; Case #1: On Culture and Curriculum; Case #2: Negotiating Academic Language Through Culture; Case #3: Teaching Academic Language in Context; Case #4: Language Choice; Case #5: Learning About Scaffolding; Activities; Endnotes; Part Three: Intellectual Development as Freedom 8 Teachers Speak: Their Theories and Educational GoalsEmpowerment; Independence; Interdependence; Social Justice; Reflections on Teachers' Practices and Thinking; Activities; Endnotes; 9 Other Theories of Development as Freedom; Definitions of Freedom; The Individual and Society; Agency; Freedom as Product and Process; How the Social Freedoms Came Together; Language Development as Freedom; Intellectual Development as Freedom; Professional Development as Freedom; Activities; Endnotes; 10 One Principal's Perspective; Endnote; 11 My Perspective; Activities; Endnotes 12 Conclusions: Openings for Future FreedomsEndnotes; Index; About the Author |
| Record Nr. | UNINA-9910797725603321 |
|
Torres-Guzman Maria E.
|
||
| London : , : Routledge, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Freedom at work : language, professional, and intellectual development in schools / / Maria E. Torres-Guzman with Ruth Swinney
| Freedom at work : language, professional, and intellectual development in schools / / Maria E. Torres-Guzman with Ruth Swinney |
| Autore | Torres-Guzman Maria E. |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London : , : Routledge, , 2016 |
| Descrizione fisica | 1 online resource (203 p.) |
| Disciplina | 370.1 |
| Altri autori (Persone) | SwinneyRuth |
| Collana | Series in critical narrative |
| Soggetto topico |
Teachers - In-service training - United States
Teacher-principal relationships - United States Language and education - United States Multiculturalism - United States |
| ISBN |
1-317-25950-5
1-317-25949-1 1-315-63459-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Acknowledgments; 1 Enmarcando/An Introduction; From Gray to Color: The Why of the Study; My Questions, My Methods; Activities; Endnotes; Part One: Language Development as Freedom; 2 Language and Culture from the Periphery to the Center; PS 165 Community; Latinos; Test Scores and Transformation; Parameters for Dual-Language Education; Reflection on Unfreedoms; Activities; Endnotes; 3 Negotiating Language; Negotiating Spaces; Language Allocation; Reflection on Definitions of Freedom; Activities; Endnotes
Part Two: Professional Development as Freedom4 The Professional Development Plan; Encouraging Autonomy and Risk Taking; Portfolios; Curriculum Conversations; Collaborative Leadership and Governance; Activities; Endnotes; 5 The Many Benefits of Group Study; Classroom Ethnography Study Group; The Reading Group; Teacher Inquiry/Study Group; Dual-Language Study Group; Schedules, Time, and Accountability; Activities; Endnotes; 6 The Synergy of Collaboration: Teachers and Researchers Together; The Professional Development School; The First Bilingual Internships; Intervisitations PDS Teaching SeminarPDS Inquiry Group; The Greater Council; The Holmes Partnership Annual Conference; Disturbing the Bilingual Teacher Education Program; Other Ways of Breaking Isolation and Creating Community; Reflection on Freedom: The Individual and the Collective; Activities; Endnotes; 7 Teaching as Social Practice; Case #1: On Culture and Curriculum; Case #2: Negotiating Academic Language Through Culture; Case #3: Teaching Academic Language in Context; Case #4: Language Choice; Case #5: Learning About Scaffolding; Activities; Endnotes; Part Three: Intellectual Development as Freedom 8 Teachers Speak: Their Theories and Educational GoalsEmpowerment; Independence; Interdependence; Social Justice; Reflections on Teachers' Practices and Thinking; Activities; Endnotes; 9 Other Theories of Development as Freedom; Definitions of Freedom; The Individual and Society; Agency; Freedom as Product and Process; How the Social Freedoms Came Together; Language Development as Freedom; Intellectual Development as Freedom; Professional Development as Freedom; Activities; Endnotes; 10 One Principal's Perspective; Endnote; 11 My Perspective; Activities; Endnotes 12 Conclusions: Openings for Future FreedomsEndnotes; Index; About the Author |
| Record Nr. | UNINA-9910818526803321 |
|
Torres-Guzman Maria E.
|
||
| London : , : Routledge, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
