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The call to teacher leadership / / Sally J. Zepeda, R. Stewart Mayers, Brad N. Benson
| The call to teacher leadership / / Sally J. Zepeda, R. Stewart Mayers, Brad N. Benson |
| Autore | Zepeda Sally J. <1956-, > |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2003, 2013 |
| Descrizione fisica | 1 online resource (167 p.) |
| Disciplina | 371.1/06 |
| Altri autori (Persone) |
BensonBrad N
MayersR. Stewart <1959-> |
| Collana | An eye on education book |
| Soggetto topico |
Teachers - Professional relationships - United States
Teachers - In-service training - United States Educational leadership - United States Teacher participation in administration - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-138-16499-2
1-315-85269-1 1-317-91945-9 1-317-91946-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Table of Contents; About the Authors; Case Study Contributors; Acknowledgments; Introduction; 1 Answering the Call to Teacher Leadership; Introducing Teacher Leadership; The "Why" of Teacher Leadership; The Need for Teacher Leaders; Why Become a Teacher Leader?; The "When" of Teacher Leadership; Taking A.I.M. at Teacher Leadership; Acumen; Interest; Motivation; Responsibility to the Call to Teacher Leadership; The "How" of Teacher Leadership; Creating Opportunities for Leadership; Reference Groups, Action Streams, and Teacher Leadership
Teacher Leadership, Empowerment, and VoiceThe Formal and Informal Authority of Teacher Leaders; New Work, New Responsibilities for Teacher Leaders; Chapter Summary; References; 2 The Thorny Issues of Teacher Leadership; Introducing Difficulties of Being a Teacher Leader; Lines of Authority: Are Teacher Leaders Powerless Leaders?; Reward Power; Coercive Power; Legitimate Power; Expert Power; Referent Power; Informational Power; Connection Power; The "Magic" of Power; Isolation; Teacher Leaders as Trust-Builders; Maintaining Open Communication; Finding Time for Team Building Inducting New MembersIsolation and Burnout; Teacher Leaders and the Nature of Isolation; Role Conflict and Role Ambiguity; Time; Relationships with Colleagues; Managing Competing Site/District Demands; Resolving Conflicts; Differentiation of Function among Parts of the Educational Organization; Power Struggles between Persons and Subsystems; Role Conflicts; Differences in Interpersonal Style among Educators; Stress Imposed on the Educational Organization by External Forces; Teacher Leaders and Higher-Level Decision Making: Inclusion or Intrusion? Teacher Leaders and Higher-Level Decision MakingThe Inclusion of Teacher Leaders in Higher-Level Decision Making; Intrusion into Higher-Level Decision Making: Working with Principals; Chapter Summary; References; 3 Teacher Leadership in the Elementary School; Introducing Teacher Leadership at the Elementary Level; Partnerships with Parents; Curriculum Alignment and Vertical Teaming; Curriculum Analysis; Curriculum Alignment; Vertical Teaming; The Work of Grade Level Leaders; Coordinating the Work of Teachers across Grade Levels; Monitoring Vertical Alignment of the Curriculum Maintaining Consistent Classroom Discipline PoliciesA Case Study from the Field: DeQueen Primary School, DeQueen, Arkansas; Grade Level Leaders at DeQueen Primary School; Smart Start Facilitators; Cadre Persons and the Direct Instruction Coordinator; The Work of a Teacher Facilitator; The Unique Relationship between a Teacher Facilitator and the Principal; A Case Study from the Field: Teacher Leadership at Gunter Elementary School, Gunter, Texas; A Vision of Teacher Leadership; Teacher Leadership at Gunter Elementary; The Teacher Facilitator at Gunter Elementary School The Teacher Facilitator as an Instructional Leader |
| Record Nr. | UNINA-9910452799603321 |
Zepeda Sally J. <1956-, >
|
||
| London ; ; New York : , : Routledge, , 2003, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The call to teacher leadership / / Sally J. Zepeda, R. Stewart Mayers, Brad N. Benson
| The call to teacher leadership / / Sally J. Zepeda, R. Stewart Mayers, Brad N. Benson |
| Autore | Zepeda Sally J. <1956-, > |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2003, 2013 |
| Descrizione fisica | 1 online resource (167 p.) |
| Disciplina | 371.1/06 |
| Altri autori (Persone) |
BensonBrad N
MayersR. Stewart <1959-> |
| Collana | An eye on education book |
| Soggetto topico |
Teachers - Professional relationships - United States
Teachers - In-service training - United States Educational leadership - United States Teacher participation in administration - United States |
| ISBN |
1-138-16499-2
1-315-85269-1 1-317-91945-9 1-317-91946-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Table of Contents; About the Authors; Case Study Contributors; Acknowledgments; Introduction; 1 Answering the Call to Teacher Leadership; Introducing Teacher Leadership; The "Why" of Teacher Leadership; The Need for Teacher Leaders; Why Become a Teacher Leader?; The "When" of Teacher Leadership; Taking A.I.M. at Teacher Leadership; Acumen; Interest; Motivation; Responsibility to the Call to Teacher Leadership; The "How" of Teacher Leadership; Creating Opportunities for Leadership; Reference Groups, Action Streams, and Teacher Leadership
Teacher Leadership, Empowerment, and VoiceThe Formal and Informal Authority of Teacher Leaders; New Work, New Responsibilities for Teacher Leaders; Chapter Summary; References; 2 The Thorny Issues of Teacher Leadership; Introducing Difficulties of Being a Teacher Leader; Lines of Authority: Are Teacher Leaders Powerless Leaders?; Reward Power; Coercive Power; Legitimate Power; Expert Power; Referent Power; Informational Power; Connection Power; The "Magic" of Power; Isolation; Teacher Leaders as Trust-Builders; Maintaining Open Communication; Finding Time for Team Building Inducting New MembersIsolation and Burnout; Teacher Leaders and the Nature of Isolation; Role Conflict and Role Ambiguity; Time; Relationships with Colleagues; Managing Competing Site/District Demands; Resolving Conflicts; Differentiation of Function among Parts of the Educational Organization; Power Struggles between Persons and Subsystems; Role Conflicts; Differences in Interpersonal Style among Educators; Stress Imposed on the Educational Organization by External Forces; Teacher Leaders and Higher-Level Decision Making: Inclusion or Intrusion? Teacher Leaders and Higher-Level Decision MakingThe Inclusion of Teacher Leaders in Higher-Level Decision Making; Intrusion into Higher-Level Decision Making: Working with Principals; Chapter Summary; References; 3 Teacher Leadership in the Elementary School; Introducing Teacher Leadership at the Elementary Level; Partnerships with Parents; Curriculum Alignment and Vertical Teaming; Curriculum Analysis; Curriculum Alignment; Vertical Teaming; The Work of Grade Level Leaders; Coordinating the Work of Teachers across Grade Levels; Monitoring Vertical Alignment of the Curriculum Maintaining Consistent Classroom Discipline PoliciesA Case Study from the Field: DeQueen Primary School, DeQueen, Arkansas; Grade Level Leaders at DeQueen Primary School; Smart Start Facilitators; Cadre Persons and the Direct Instruction Coordinator; The Work of a Teacher Facilitator; The Unique Relationship between a Teacher Facilitator and the Principal; A Case Study from the Field: Teacher Leadership at Gunter Elementary School, Gunter, Texas; A Vision of Teacher Leadership; Teacher Leadership at Gunter Elementary; The Teacher Facilitator at Gunter Elementary School The Teacher Facilitator as an Instructional Leader |
| Record Nr. | UNINA-9910790669103321 |
|
Zepeda Sally J. <1956-, >
|
||
| London ; ; New York : , : Routledge, , 2003, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The call to teacher leadership / / Sally J. Zepeda, R. Stewart Mayers, Brad N. Benson
| The call to teacher leadership / / Sally J. Zepeda, R. Stewart Mayers, Brad N. Benson |
| Autore | Zepeda Sally J. <1956-, > |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2003, 2013 |
| Descrizione fisica | 1 online resource (167 p.) |
| Disciplina | 371.1/06 |
| Altri autori (Persone) |
BensonBrad N
MayersR. Stewart <1959-> |
| Collana | An eye on education book |
| Soggetto topico |
Teachers - Professional relationships - United States
Teachers - In-service training - United States Educational leadership - United States Teacher participation in administration - United States |
| ISBN |
1-138-16499-2
1-315-85269-1 1-317-91945-9 1-317-91946-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Table of Contents; About the Authors; Case Study Contributors; Acknowledgments; Introduction; 1 Answering the Call to Teacher Leadership; Introducing Teacher Leadership; The "Why" of Teacher Leadership; The Need for Teacher Leaders; Why Become a Teacher Leader?; The "When" of Teacher Leadership; Taking A.I.M. at Teacher Leadership; Acumen; Interest; Motivation; Responsibility to the Call to Teacher Leadership; The "How" of Teacher Leadership; Creating Opportunities for Leadership; Reference Groups, Action Streams, and Teacher Leadership
Teacher Leadership, Empowerment, and VoiceThe Formal and Informal Authority of Teacher Leaders; New Work, New Responsibilities for Teacher Leaders; Chapter Summary; References; 2 The Thorny Issues of Teacher Leadership; Introducing Difficulties of Being a Teacher Leader; Lines of Authority: Are Teacher Leaders Powerless Leaders?; Reward Power; Coercive Power; Legitimate Power; Expert Power; Referent Power; Informational Power; Connection Power; The "Magic" of Power; Isolation; Teacher Leaders as Trust-Builders; Maintaining Open Communication; Finding Time for Team Building Inducting New MembersIsolation and Burnout; Teacher Leaders and the Nature of Isolation; Role Conflict and Role Ambiguity; Time; Relationships with Colleagues; Managing Competing Site/District Demands; Resolving Conflicts; Differentiation of Function among Parts of the Educational Organization; Power Struggles between Persons and Subsystems; Role Conflicts; Differences in Interpersonal Style among Educators; Stress Imposed on the Educational Organization by External Forces; Teacher Leaders and Higher-Level Decision Making: Inclusion or Intrusion? Teacher Leaders and Higher-Level Decision MakingThe Inclusion of Teacher Leaders in Higher-Level Decision Making; Intrusion into Higher-Level Decision Making: Working with Principals; Chapter Summary; References; 3 Teacher Leadership in the Elementary School; Introducing Teacher Leadership at the Elementary Level; Partnerships with Parents; Curriculum Alignment and Vertical Teaming; Curriculum Analysis; Curriculum Alignment; Vertical Teaming; The Work of Grade Level Leaders; Coordinating the Work of Teachers across Grade Levels; Monitoring Vertical Alignment of the Curriculum Maintaining Consistent Classroom Discipline PoliciesA Case Study from the Field: DeQueen Primary School, DeQueen, Arkansas; Grade Level Leaders at DeQueen Primary School; Smart Start Facilitators; Cadre Persons and the Direct Instruction Coordinator; The Work of a Teacher Facilitator; The Unique Relationship between a Teacher Facilitator and the Principal; A Case Study from the Field: Teacher Leadership at Gunter Elementary School, Gunter, Texas; A Vision of Teacher Leadership; Teacher Leadership at Gunter Elementary; The Teacher Facilitator at Gunter Elementary School The Teacher Facilitator as an Instructional Leader |
| Record Nr. | UNINA-9910814089003321 |
|
Zepeda Sally J. <1956-, >
|
||
| London ; ; New York : , : Routledge, , 2003, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Instructional leadership for school improvement / / Sally J. Zepeda
| Instructional leadership for school improvement / / Sally J. Zepeda |
| Autore | Zepeda Sally J. <1956-, > |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (183 p.) |
| Disciplina | 371.2/03 |
| Soggetto topico |
Educational leadership - United States
School improvement programs - United States School principals - United States Teachers - Training of - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-138-13675-1
1-317-91930-0 1-315-85264-0 1-317-91931-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page ; Copyright Page ; Dedication; About the Author; Acknowledgments; Table of Contents ; 1 Thinking About School Improvement; Introducing School Improvement; Accountability; A Brief History Leading to the Present Call for High-Stakes Accountability; No Child Left Behind; School Improvement Broadly Defined; The Work of the Principal in School Improvement; The Power of Relationships; Effective Leaders Promote Learning Communities; The Process of School Improvement; Suggested Readings; 2 Principals Promote a Healthy Culture and Climate; Introduction
Defining School Culture in a Context of School ImprovementCultures are Built on Values, Assumptions, and Norms; Framing Assumptions, Values, and Norms in the Context of School Improvement; Putting Culture into Context-Using Metaphor to Express Culture; Formal and Informal Cultures and Subcultures; Markers of School Culture; Mission Statement and Other Documents; Policy Statements; Programs for Students; Programs for Teachers; The Learning Environment; The Health of the School Culture; School Climate; Two Dimensions of Climate-Academic and Social Climate Leadership-Building Culture and ClimateKey Norms: Collaboration and Trust; Characteristics of Collaborative Cultures; Building Collaborative School Cultures; Norms; Collegiality and Collaboration; Trust; Caring Builds Trust; Suggested Readings; 3 Principals Support Teacher Leadership; Introducing Teacher Leadership; The Need for Teacher Leadership; Teachers as Leaders Develop the Instructional Program; Teachers as Leaders Make Positive Changes in the School; Teachers as Leaders Share Their Expertise with Others; Teachers as Leaders Shape the Culture of the School A Starting Point for Teacher Leadership-Scanning the EnvironmentKnowledge and Skills for Teacher Leaders; Motivation for Teacher Leaders; Organizational Barriers to the Emergence of Teacher Leadership; Cultivating Teacher Leadership; Provide Professional Development and Mentoring for Teacher Leaders; Assuming Leadership Can Be Risky Business for the Newcomer to Leadership; Suggested Readings; 4 Principals Build Strong Teams to Sustain School Improvement; Introducing School Improvement Teams; The Work of Creating School Improvement Teams; Characteristics of Effective Teams; What's Next? Up-Front Work Needed to Develop TeamsEstablishing Purposes and a Vision for the End Results; Setting Goals; Selection of Team Members; Ongoing Work Needed to Maintain the Work of Teams; Leading Teams Through Group Development Stages; Providing Support Structures for Teamwork; Assessing Teams and Their Work; Suggested Readings; 5 The Work of the Principal in Planning for School Improvement; Introducing Planning for School Improvement; The Broad Base of Involvement Needed for Planning for School Improvement; Communication and School Improvement; Communication that Informs Communication that Helps Plan |
| Record Nr. | UNINA-9910453357003321 |
|
Zepeda Sally J. <1956-, >
|
||
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Instructional leadership for school improvement / / Sally J. Zepeda
| Instructional leadership for school improvement / / Sally J. Zepeda |
| Autore | Zepeda Sally J. <1956-, > |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (183 p.) |
| Disciplina | 371.2/03 |
| Soggetto topico |
Educational leadership - United States
School improvement programs - United States School principals - United States Teachers - Training of - United States |
| ISBN |
1-138-13675-1
1-317-91930-0 1-315-85264-0 1-317-91931-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page ; Copyright Page ; Dedication; About the Author; Acknowledgments; Table of Contents ; 1 Thinking About School Improvement; Introducing School Improvement; Accountability; A Brief History Leading to the Present Call for High-Stakes Accountability; No Child Left Behind; School Improvement Broadly Defined; The Work of the Principal in School Improvement; The Power of Relationships; Effective Leaders Promote Learning Communities; The Process of School Improvement; Suggested Readings; 2 Principals Promote a Healthy Culture and Climate; Introduction
Defining School Culture in a Context of School ImprovementCultures are Built on Values, Assumptions, and Norms; Framing Assumptions, Values, and Norms in the Context of School Improvement; Putting Culture into Context-Using Metaphor to Express Culture; Formal and Informal Cultures and Subcultures; Markers of School Culture; Mission Statement and Other Documents; Policy Statements; Programs for Students; Programs for Teachers; The Learning Environment; The Health of the School Culture; School Climate; Two Dimensions of Climate-Academic and Social Climate Leadership-Building Culture and ClimateKey Norms: Collaboration and Trust; Characteristics of Collaborative Cultures; Building Collaborative School Cultures; Norms; Collegiality and Collaboration; Trust; Caring Builds Trust; Suggested Readings; 3 Principals Support Teacher Leadership; Introducing Teacher Leadership; The Need for Teacher Leadership; Teachers as Leaders Develop the Instructional Program; Teachers as Leaders Make Positive Changes in the School; Teachers as Leaders Share Their Expertise with Others; Teachers as Leaders Shape the Culture of the School A Starting Point for Teacher Leadership-Scanning the EnvironmentKnowledge and Skills for Teacher Leaders; Motivation for Teacher Leaders; Organizational Barriers to the Emergence of Teacher Leadership; Cultivating Teacher Leadership; Provide Professional Development and Mentoring for Teacher Leaders; Assuming Leadership Can Be Risky Business for the Newcomer to Leadership; Suggested Readings; 4 Principals Build Strong Teams to Sustain School Improvement; Introducing School Improvement Teams; The Work of Creating School Improvement Teams; Characteristics of Effective Teams; What's Next? Up-Front Work Needed to Develop TeamsEstablishing Purposes and a Vision for the End Results; Setting Goals; Selection of Team Members; Ongoing Work Needed to Maintain the Work of Teams; Leading Teams Through Group Development Stages; Providing Support Structures for Teamwork; Assessing Teams and Their Work; Suggested Readings; 5 The Work of the Principal in Planning for School Improvement; Introducing Planning for School Improvement; The Broad Base of Involvement Needed for Planning for School Improvement; Communication and School Improvement; Communication that Informs Communication that Helps Plan |
| Record Nr. | UNINA-9910790838403321 |
|
Zepeda Sally J. <1956-, >
|
||
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Instructional leadership for school improvement / / Sally J. Zepeda
| Instructional leadership for school improvement / / Sally J. Zepeda |
| Autore | Zepeda Sally J. <1956-, > |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (183 p.) |
| Disciplina | 371.2/03 |
| Soggetto topico |
Educational leadership - United States
School improvement programs - United States School principals - United States Teachers - Training of - United States |
| ISBN |
1-138-13675-1
1-317-91930-0 1-315-85264-0 1-317-91931-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page ; Copyright Page ; Dedication; About the Author; Acknowledgments; Table of Contents ; 1 Thinking About School Improvement; Introducing School Improvement; Accountability; A Brief History Leading to the Present Call for High-Stakes Accountability; No Child Left Behind; School Improvement Broadly Defined; The Work of the Principal in School Improvement; The Power of Relationships; Effective Leaders Promote Learning Communities; The Process of School Improvement; Suggested Readings; 2 Principals Promote a Healthy Culture and Climate; Introduction
Defining School Culture in a Context of School ImprovementCultures are Built on Values, Assumptions, and Norms; Framing Assumptions, Values, and Norms in the Context of School Improvement; Putting Culture into Context-Using Metaphor to Express Culture; Formal and Informal Cultures and Subcultures; Markers of School Culture; Mission Statement and Other Documents; Policy Statements; Programs for Students; Programs for Teachers; The Learning Environment; The Health of the School Culture; School Climate; Two Dimensions of Climate-Academic and Social Climate Leadership-Building Culture and ClimateKey Norms: Collaboration and Trust; Characteristics of Collaborative Cultures; Building Collaborative School Cultures; Norms; Collegiality and Collaboration; Trust; Caring Builds Trust; Suggested Readings; 3 Principals Support Teacher Leadership; Introducing Teacher Leadership; The Need for Teacher Leadership; Teachers as Leaders Develop the Instructional Program; Teachers as Leaders Make Positive Changes in the School; Teachers as Leaders Share Their Expertise with Others; Teachers as Leaders Shape the Culture of the School A Starting Point for Teacher Leadership-Scanning the EnvironmentKnowledge and Skills for Teacher Leaders; Motivation for Teacher Leaders; Organizational Barriers to the Emergence of Teacher Leadership; Cultivating Teacher Leadership; Provide Professional Development and Mentoring for Teacher Leaders; Assuming Leadership Can Be Risky Business for the Newcomer to Leadership; Suggested Readings; 4 Principals Build Strong Teams to Sustain School Improvement; Introducing School Improvement Teams; The Work of Creating School Improvement Teams; Characteristics of Effective Teams; What's Next? Up-Front Work Needed to Develop TeamsEstablishing Purposes and a Vision for the End Results; Setting Goals; Selection of Team Members; Ongoing Work Needed to Maintain the Work of Teams; Leading Teams Through Group Development Stages; Providing Support Structures for Teamwork; Assessing Teams and Their Work; Suggested Readings; 5 The Work of the Principal in Planning for School Improvement; Introducing Planning for School Improvement; The Broad Base of Involvement Needed for Planning for School Improvement; Communication and School Improvement; Communication that Informs Communication that Helps Plan |
| Record Nr. | UNINA-9910822204103321 |
|
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 |
| 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 |
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Zepeda Sally J. <1956-, >
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| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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