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Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others]
| Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others] |
| Autore | Elish-Piper Laurie |
| Pubbl/distr/stampa | New York, New York ; ; London, [England] : , : The Guilford Press, , 2016 |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 428.00712 |
| Soggetto topico |
Language arts teachers - In-service training - United States
Language arts (Middle school) - United States Language arts (Secondary) - United States Language arts - Correlation with content subjects - United States Content area reading - United States Reading (Middle school) - United States Reading (Secondary) - United States |
| ISBN |
1-4625-2439-7
1-4625-2441-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title Page; Title Page; Copyright; About the Authors; Preface; Acknowledgments; Contents; Part I. Disciplinary Literacy in a Standards-Based Era; What Is Disciplinary Literacy?; Teaching for Disciplinary Literacy; Disciplinary Literacy in Action; Disciplinary Literacy: An Integral Aspect of Today's Standards; The Complexity of Disciplinary Literacy Instruction; Why Disciplinary Literacy Matters for Secondary Literacy Coaches; Part II. Disciplinary Literacy Coaching; What Is Literacy Coaching?; Disciplinary Literacy Coaching and Change
Guidelines for Effective Disciplinary Literacy CoachingThree Layers of Coaching; Coaching Stances and Coaching Language; Making the Most of Coaching Time; Summary; Part III. Models of Disciplinary Literacy Coaching; Teacher-Initiated Model; Co-Teaching Model; Department/Team Model; Liaison Model; Selecting a Disciplinary Literacy Coaching Model; Summary; Part IV. Large-Group Coaching Strategies to Build a Foundation for Disciplinary Literacy Instruction; Strategy 1. Establishing a Climate for Disciplinary Literacy Coaching; What Is It? Evaluating the School Climate for Disciplinary Literacy CoachingEstablishing Your Readiness for Disciplinary Literacy Coaching; Strategy 2. Facilitating an Article Study Group; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 3. Providing Professional Development Golden Nuggets at Faculty, Department, and Team Meetings; What Is It?; How Do I Do It?; Strategy 4. Presenting Powerful Professional Development; What Is It?; How Do I Do It?; Four Final Suggestions about Implementing Powerful Professional Development; Strategy 5. Using Technology to Connect Coaches and Teachers What Is It?How Do I Do It?; The Strategy in Action; Part V. Small-Group Coaching Strategies to Support Disciplinary Literacy Instruction; Strategy 6. Determining Disciplinary Literacy Outcomes and Creating Assessment Structures; What Is It?; How Do I Do It?; The Strategy in Action; Tips for Working within Other Disciplines; Strategy 7. Selecting, Assessing, and Scaffolding Complex Texts; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 8. Prioritizing Vocabulary for Instruction; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 9. Reviewing Common Assessments What Is It?How Do I Do It?; The Strategy in Action; Strategy 10. Developing Discussion Protocols; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 11. Facilitating Teacher Inquiry into the Disciplines; What Is It?; How Do I Do It?; The Strategy in Action; Part VI. Individual Coaching Strategies to Support Teachers with Disciplinary Literacy Instruction; Strategy 12. Creating Essential Questions; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 13. Developing Questions with Objectives; What Is It?; How Do I Do It?; The Strategy in Action Tips for Working within Other Disciplines |
| Record Nr. | UNINA-9910797935303321 |
Elish-Piper Laurie
|
||
| New York, New York ; ; London, [England] : , : The Guilford Press, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others]
| Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others] |
| Autore | Elish-Piper Laurie |
| Pubbl/distr/stampa | New York, New York ; ; London, [England] : , : The Guilford Press, , 2016 |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 428.00712 |
| Soggetto topico |
Language arts teachers - In-service training - United States
Language arts (Middle school) - United States Language arts (Secondary) - United States Language arts - Correlation with content subjects - United States Content area reading - United States Reading (Middle school) - United States Reading (Secondary) - United States |
| ISBN |
1-4625-2439-7
1-4625-2441-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title Page; Title Page; Copyright; About the Authors; Preface; Acknowledgments; Contents; Part I. Disciplinary Literacy in a Standards-Based Era; What Is Disciplinary Literacy?; Teaching for Disciplinary Literacy; Disciplinary Literacy in Action; Disciplinary Literacy: An Integral Aspect of Today's Standards; The Complexity of Disciplinary Literacy Instruction; Why Disciplinary Literacy Matters for Secondary Literacy Coaches; Part II. Disciplinary Literacy Coaching; What Is Literacy Coaching?; Disciplinary Literacy Coaching and Change
Guidelines for Effective Disciplinary Literacy CoachingThree Layers of Coaching; Coaching Stances and Coaching Language; Making the Most of Coaching Time; Summary; Part III. Models of Disciplinary Literacy Coaching; Teacher-Initiated Model; Co-Teaching Model; Department/Team Model; Liaison Model; Selecting a Disciplinary Literacy Coaching Model; Summary; Part IV. Large-Group Coaching Strategies to Build a Foundation for Disciplinary Literacy Instruction; Strategy 1. Establishing a Climate for Disciplinary Literacy Coaching; What Is It? Evaluating the School Climate for Disciplinary Literacy CoachingEstablishing Your Readiness for Disciplinary Literacy Coaching; Strategy 2. Facilitating an Article Study Group; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 3. Providing Professional Development Golden Nuggets at Faculty, Department, and Team Meetings; What Is It?; How Do I Do It?; Strategy 4. Presenting Powerful Professional Development; What Is It?; How Do I Do It?; Four Final Suggestions about Implementing Powerful Professional Development; Strategy 5. Using Technology to Connect Coaches and Teachers What Is It?How Do I Do It?; The Strategy in Action; Part V. Small-Group Coaching Strategies to Support Disciplinary Literacy Instruction; Strategy 6. Determining Disciplinary Literacy Outcomes and Creating Assessment Structures; What Is It?; How Do I Do It?; The Strategy in Action; Tips for Working within Other Disciplines; Strategy 7. Selecting, Assessing, and Scaffolding Complex Texts; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 8. Prioritizing Vocabulary for Instruction; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 9. Reviewing Common Assessments What Is It?How Do I Do It?; The Strategy in Action; Strategy 10. Developing Discussion Protocols; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 11. Facilitating Teacher Inquiry into the Disciplines; What Is It?; How Do I Do It?; The Strategy in Action; Part VI. Individual Coaching Strategies to Support Teachers with Disciplinary Literacy Instruction; Strategy 12. Creating Essential Questions; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 13. Developing Questions with Objectives; What Is It?; How Do I Do It?; The Strategy in Action Tips for Working within Other Disciplines |
| Record Nr. | UNINA-9910826113003321 |
|
Elish-Piper Laurie
|
||
| New York, New York ; ; London, [England] : , : The Guilford Press, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others]
| Collaborative coaching for disciplinary literacy : strategies to support teachers in grades 6-12 / / Laurie Elish-Piper [and three others] |
| Pubbl/distr/stampa | New York, New York ; ; London, [England] : , : The Guilford Press, , 2016 |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 428.00712 |
| Soggetto topico |
Language arts teachers - In-service training - United States
Language arts (Middle school) - United States Language arts (Secondary) - United States Language arts - Correlation with content subjects - United States Content area reading - United States Reading (Middle school) - United States Reading (Secondary) - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4625-2441-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title Page; Title Page; Copyright; About the Authors; Preface; Acknowledgments; Contents; Part I. Disciplinary Literacy in a Standards-Based Era; What Is Disciplinary Literacy?; Teaching for Disciplinary Literacy; Disciplinary Literacy in Action; Disciplinary Literacy: An Integral Aspect of Today's Standards; The Complexity of Disciplinary Literacy Instruction; Why Disciplinary Literacy Matters for Secondary Literacy Coaches; Part II. Disciplinary Literacy Coaching; What Is Literacy Coaching?; Disciplinary Literacy Coaching and Change
Guidelines for Effective Disciplinary Literacy CoachingThree Layers of Coaching; Coaching Stances and Coaching Language; Making the Most of Coaching Time; Summary; Part III. Models of Disciplinary Literacy Coaching; Teacher-Initiated Model; Co-Teaching Model; Department/Team Model; Liaison Model; Selecting a Disciplinary Literacy Coaching Model; Summary; Part IV. Large-Group Coaching Strategies to Build a Foundation for Disciplinary Literacy Instruction; Strategy 1. Establishing a Climate for Disciplinary Literacy Coaching; What Is It? Evaluating the School Climate for Disciplinary Literacy CoachingEstablishing Your Readiness for Disciplinary Literacy Coaching; Strategy 2. Facilitating an Article Study Group; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 3. Providing Professional Development Golden Nuggets at Faculty, Department, and Team Meetings; What Is It?; How Do I Do It?; Strategy 4. Presenting Powerful Professional Development; What Is It?; How Do I Do It?; Four Final Suggestions about Implementing Powerful Professional Development; Strategy 5. Using Technology to Connect Coaches and Teachers What Is It?How Do I Do It?; The Strategy in Action; Part V. Small-Group Coaching Strategies to Support Disciplinary Literacy Instruction; Strategy 6. Determining Disciplinary Literacy Outcomes and Creating Assessment Structures; What Is It?; How Do I Do It?; The Strategy in Action; Tips for Working within Other Disciplines; Strategy 7. Selecting, Assessing, and Scaffolding Complex Texts; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 8. Prioritizing Vocabulary for Instruction; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 9. Reviewing Common Assessments What Is It?How Do I Do It?; The Strategy in Action; Strategy 10. Developing Discussion Protocols; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 11. Facilitating Teacher Inquiry into the Disciplines; What Is It?; How Do I Do It?; The Strategy in Action; Part VI. Individual Coaching Strategies to Support Teachers with Disciplinary Literacy Instruction; Strategy 12. Creating Essential Questions; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 13. Developing Questions with Objectives; What Is It?; How Do I Do It?; The Strategy in Action Tips for Working within Other Disciplines |
| Record Nr. | UNINA-9910460365903321 |
| New York, New York ; ; London, [England] : , : The Guilford Press, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The literacy coaching handbook : working with teachers to improve instruction / / Diane Sisson and Betsy Sisson
| The literacy coaching handbook : working with teachers to improve instruction / / Diane Sisson and Betsy Sisson |
| Autore | Sisson Diana |
| Pubbl/distr/stampa | New York : , : Routledge, , 2017 |
| Descrizione fisica | 1 online resource (166 pages) |
| Disciplina | 372.6 |
| Altri autori (Persone) | SissonBetsy |
| Collana | Eye on Education Book |
| Soggetto topico |
Language arts teachers - Training of
Language arts teachers - In-service training - United States Language arts - United States Reading - United States |
| ISBN |
1-315-53197-6
1-315-53196-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. I. How important is coaching for teaching and learning? -- pt. II. What roles does a literacy coach play? -- pt. III. How does a coach ensure lasting change? |
| Record Nr. | UNINA-9910164022203321 |
|
Sisson Diana
|
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| New York : , : Routledge, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Literacy coaching to build adolescent learning : 5 pillars of practice / / Nancy DeVries Guth, Tamie Pratt-Fartro
| Literacy coaching to build adolescent learning : 5 pillars of practice / / Nancy DeVries Guth, Tamie Pratt-Fartro |
| Autore | Guth Nancy DeVries |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] |
| Descrizione fisica | 1 online resource (137 p.) |
| Disciplina | 428.0071 |
| Soggetto topico |
Language arts teachers - In-service training - United States
Language arts (Secondary) - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-7354-5
1-4129-7226-4 1-4522-1138-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; List of Figures and Tables; Preface; Acknowledgments; About the Authors; Part I - Learning From the Past: Vision for the Future; Chapter 1 - Historical Foundation: Literacy Coaches and Adolescent Literacy; Chapter 2 - Essential Knowledge for the Adolescent Literacy Coach: Design a Solid Building; Part II - Getting Started: Building on the Foundation; Chapter 3 - Read the Blueprints: Understand the Job; Chapter 4 - Plan the Design: Engage in Data-Driven Instructional Conversations; Chapter 5 - Provide Literacy Support; Chapter 6 - Revisit the Design: Feedback and Follow-Up
Part III - Interior Decorating: Supporting the Pillars With Time Management and Professional LearningChapter 7 - Maintain the Design Through Time Management; Chapter 8 - Strengthen the Pillars of Classroom Practice; References; Index |
| Record Nr. | UNINA-9910480192403321 |
|
Guth Nancy DeVries
|
||
| Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Literacy coaching to build adolescent learning : 5 pillars of practice / / Nancy DeVries Guth, Tamie Pratt-Fartro
| Literacy coaching to build adolescent learning : 5 pillars of practice / / Nancy DeVries Guth, Tamie Pratt-Fartro |
| Autore | Guth Nancy DeVries |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] |
| Descrizione fisica | 1 online resource (137 p.) |
| Disciplina | 428.0071 |
| Soggetto topico |
Language arts teachers - In-service training - United States
Language arts (Secondary) - United States |
| ISBN |
1-4522-7354-5
1-4129-7226-4 1-4522-1138-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; List of Figures and Tables; Preface; Acknowledgments; About the Authors; Part I - Learning From the Past: Vision for the Future; Chapter 1 - Historical Foundation: Literacy Coaches and Adolescent Literacy; Chapter 2 - Essential Knowledge for the Adolescent Literacy Coach: Design a Solid Building; Part II - Getting Started: Building on the Foundation; Chapter 3 - Read the Blueprints: Understand the Job; Chapter 4 - Plan the Design: Engage in Data-Driven Instructional Conversations; Chapter 5 - Provide Literacy Support; Chapter 6 - Revisit the Design: Feedback and Follow-Up
Part III - Interior Decorating: Supporting the Pillars With Time Management and Professional LearningChapter 7 - Maintain the Design Through Time Management; Chapter 8 - Strengthen the Pillars of Classroom Practice; References; Index |
| Record Nr. | UNINA-9910797304203321 |
|
Guth Nancy DeVries
|
||
| Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Literacy coaching to build adolescent learning : 5 pillars of practice / / Nancy DeVries Guth, Tamie Pratt-Fartro
| Literacy coaching to build adolescent learning : 5 pillars of practice / / Nancy DeVries Guth, Tamie Pratt-Fartro |
| Autore | Guth Nancy DeVries |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] |
| Descrizione fisica | 1 online resource (137 p.) |
| Disciplina | 428.0071 |
| Soggetto topico |
Language arts teachers - In-service training - United States
Language arts (Secondary) - United States |
| ISBN |
1-4522-7354-5
1-4129-7226-4 1-4522-1138-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; List of Figures and Tables; Preface; Acknowledgments; About the Authors; Part I - Learning From the Past: Vision for the Future; Chapter 1 - Historical Foundation: Literacy Coaches and Adolescent Literacy; Chapter 2 - Essential Knowledge for the Adolescent Literacy Coach: Design a Solid Building; Part II - Getting Started: Building on the Foundation; Chapter 3 - Read the Blueprints: Understand the Job; Chapter 4 - Plan the Design: Engage in Data-Driven Instructional Conversations; Chapter 5 - Provide Literacy Support; Chapter 6 - Revisit the Design: Feedback and Follow-Up
Part III - Interior Decorating: Supporting the Pillars With Time Management and Professional LearningChapter 7 - Maintain the Design Through Time Management; Chapter 8 - Strengthen the Pillars of Classroom Practice; References; Index |
| Record Nr. | UNINA-9910823098003321 |
|
Guth Nancy DeVries
|
||
| Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
