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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 | ||
| ||
From difficult teachers . . . to dynamic teams / / Barbara L. Brock, Marilyn L. Grady
| From difficult teachers . . . to dynamic teams / / Barbara L. Brock, Marilyn L. Grady |
| Autore | Brock Barbara L. |
| Pubbl/distr/stampa | Thousand Oaks, Ventura County, California : , : National Associations of Elementary School Principals : , : Corwin, , 2009 |
| Descrizione fisica | 1 online resource (177 p.) |
| Disciplina | 371.201 |
| Soggetto topico |
Teacher effectiveness - United States
Teachers - In-service training - United States Teachers - United States - Discipline Teacher-principal relationships - United States Communication in education - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-7219-0
1-4129-1347-0 1-4522-1106-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; List of Resources; Acknowledgments; About the Authors; Introduction; Part I - Identification and Understanding; Chapter 1 - Understanding Difficult Teachers; Chapter 2 - Difficult Teachers, Difficult Behaviors; Part II - Solutions and Strategies; Chapter 3 - Facilitating Behavior Change: Conversations, Warnings, and Improvement Plans; Chapter 4 - Am I Contributing to the Problem?; Part III - Prevention; Chapter 5 - Interpersonal Skills That Help; Chapter 6 - Creating a Culture of Teamwork; Resources; References; Index |
| Record Nr. | UNINA-9910480325603321 |
|
Brock Barbara L.
|
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| Thousand Oaks, Ventura County, California : , : National Associations of Elementary School Principals : , : Corwin, , 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From difficult teachers -- to dynamic teams / / Barbara L. Brock, Marilyn L. Grady
| From difficult teachers -- to dynamic teams / / Barbara L. Brock, Marilyn L. Grady |
| Autore | Brock Barbara L. |
| Pubbl/distr/stampa | Thousand Oaks, Calif. : , : Corwin Press, , 2009 |
| Descrizione fisica | 1 online resource (xii, 160 pages) : illustrations |
| Disciplina | 371.201 |
| Collana | Gale eBooks |
| Soggetto topico |
Teacher effectiveness - United States
Teachers - In-service training - United States Teachers - United States - Discipline Teacher-principal relationships - United States Communication in education - United States |
| ISBN |
1-4522-7219-0
1-4129-1347-0 1-4522-1106-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; List of Resources; Acknowledgments; About the Authors; Introduction; Part I - Identification and Understanding; Chapter 1 - Understanding Difficult Teachers; Chapter 2 - Difficult Teachers, Difficult Behaviors; Part II - Solutions and Strategies; Chapter 3 - Facilitating Behavior Change: Conversations, Warnings, and Improvement Plans; Chapter 4 - Am I Contributing to the Problem?; Part III - Prevention; Chapter 5 - Interpersonal Skills That Help; Chapter 6 - Creating a Culture of Teamwork; Resources; References; Index |
| Record Nr. | UNINA-9910795901803321 |
|
Brock Barbara L.
|
||
| Thousand Oaks, Calif. : , : Corwin Press, , 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From difficult teachers -- to dynamic teams / / Barbara L. Brock, Marilyn L. Grady
| From difficult teachers -- to dynamic teams / / Barbara L. Brock, Marilyn L. Grady |
| Autore | Brock Barbara L. |
| Pubbl/distr/stampa | Thousand Oaks, Calif. : , : Corwin Press, , 2009 |
| Descrizione fisica | 1 online resource (xii, 160 pages) : illustrations |
| Disciplina | 371.201 |
| Collana | Gale eBooks |
| Soggetto topico |
Teacher effectiveness - United States
Teachers - In-service training - United States Teachers - United States - Discipline Teacher-principal relationships - United States Communication in education - United States |
| ISBN |
1-4522-7219-0
1-4129-1347-0 1-4522-1106-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; List of Resources; Acknowledgments; About the Authors; Introduction; Part I - Identification and Understanding; Chapter 1 - Understanding Difficult Teachers; Chapter 2 - Difficult Teachers, Difficult Behaviors; Part II - Solutions and Strategies; Chapter 3 - Facilitating Behavior Change: Conversations, Warnings, and Improvement Plans; Chapter 4 - Am I Contributing to the Problem?; Part III - Prevention; Chapter 5 - Interpersonal Skills That Help; Chapter 6 - Creating a Culture of Teamwork; Resources; References; Index |
| Record Nr. | UNINA-9910809479403321 |
|
Brock Barbara L.
|
||
| Thousand Oaks, Calif. : , : Corwin Press, , 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving student learning one principal at a time [[electronic resource] /] / Jane E. Pollock, Sharon M. Ford
| Improving student learning one principal at a time [[electronic resource] /] / Jane E. Pollock, Sharon M. Ford |
| Autore | Pollock Jane E. <1958-> |
| Pubbl/distr/stampa | Alexandria, VA, : Association for Supervision and Curriculum Development, 2009 |
| Descrizione fisica | 1 online resource (162 p.) |
| Disciplina | 371.2/012 |
| Altri autori (Persone) | FordSharon M |
| Soggetto topico |
School principals - United States
Teacher-principal relationships - United States Academic achievement - United States Educational leadership - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-24847-6
9786613248473 1-4166-0860-5 1-4166-0859-1 1-4166-0861-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Dedication; Table of Contents; Introduction; Chapter 1: From Inspection to Improvement; Supervisor Voice: Richard Zimman, Superintendent; Chapter 2: Supervision and the Teaching Schema for Master Learners; Supervisor Voice: Layne Parmenter, Early Childhood and Elementary School Principal; Chapter 3: The Beginning of the Lesson; Supervisor Voice: Janna Cochrane, Elementary School Principal; Chapter 4: The Middle of the Lesson; Supervisor Voice: Monique Conway, Middle School Principal; Chapter 5: The End of the Lesson
Supervisor Voice: Jeff Farrington, High School PrincipalChapter 6: Improving the Plan Book and the Grade Book; Supervisor Voice: Linda Law, Curriculum Director; Afterword:The Incentive to Teach andSupervise Teaching; Acknowledgments; References and Resources; Index; About the Authors; Search this Book; Related ASCD Products |
| Record Nr. | UNINA-9910455200703321 |
|
Pollock Jane E. <1958->
|
||
| Alexandria, VA, : Association for Supervision and Curriculum Development, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving student learning one principal at a time / / Jane E. Pollock, Sharon M. Ford
| Improving student learning one principal at a time / / Jane E. Pollock, Sharon M. Ford |
| Autore | Pollock Jane E. <1958-> |
| Pubbl/distr/stampa | Alexandria, VA, : Association for Supervision and Curriculum Development, 2009 |
| Descrizione fisica | 1 online resource (149 pages) : illustrations |
| Disciplina | 371.2/012 |
| Collana | Gale eBooks |
| Soggetto topico |
School principals - United States
Teacher-principal relationships - United States Academic achievement - United States Educational leadership - United States |
| ISBN |
1-4166-1643-8
1-283-24847-6 9786613248473 1-4166-0860-5 1-4166-0859-1 1-4166-0861-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Dedication; Table of Contents; Introduction; Chapter 1: From Inspection to Improvement; Supervisor Voice: Richard Zimman, Superintendent; Chapter 2: Supervision and the Teaching Schema for Master Learners; Supervisor Voice: Layne Parmenter, Early Childhood and Elementary School Principal; Chapter 3: The Beginning of the Lesson; Supervisor Voice: Janna Cochrane, Elementary School Principal; Chapter 4: The Middle of the Lesson; Supervisor Voice: Monique Conway, Middle School Principal; Chapter 5: The End of the Lesson
Supervisor Voice: Jeff Farrington, High School PrincipalChapter 6: Improving the Plan Book and the Grade Book; Supervisor Voice: Linda Law, Curriculum Director; Afterword:The Incentive to Teach andSupervise Teaching; Acknowledgments; References and Resources; Index; About the Authors; Search this Book; Related ASCD Products |
| Record Nr. | UNINA-9910778003603321 |
|
Pollock Jane E. <1958->
|
||
| Alexandria, VA, : Association for Supervision and Curriculum Development, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving student learning one principal at a time / / Jane E. Pollock, Sharon M. Ford
| Improving student learning one principal at a time / / Jane E. Pollock, Sharon M. Ford |
| Autore | Pollock Jane E. <1958-> |
| Pubbl/distr/stampa | Alexandria, VA, : Association for Supervision and Curriculum Development, 2009 |
| Descrizione fisica | 1 online resource (149 pages) : illustrations |
| Disciplina | 371.2/012 |
| Collana | Gale eBooks |
| Soggetto topico |
School principals - United States
Teacher-principal relationships - United States Academic achievement - United States Educational leadership - United States |
| ISBN |
1-4166-1643-8
1-283-24847-6 9786613248473 1-4166-0860-5 1-4166-0859-1 1-4166-0861-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Dedication; Table of Contents; Introduction; Chapter 1: From Inspection to Improvement; Supervisor Voice: Richard Zimman, Superintendent; Chapter 2: Supervision and the Teaching Schema for Master Learners; Supervisor Voice: Layne Parmenter, Early Childhood and Elementary School Principal; Chapter 3: The Beginning of the Lesson; Supervisor Voice: Janna Cochrane, Elementary School Principal; Chapter 4: The Middle of the Lesson; Supervisor Voice: Monique Conway, Middle School Principal; Chapter 5: The End of the Lesson
Supervisor Voice: Jeff Farrington, High School PrincipalChapter 6: Improving the Plan Book and the Grade Book; Supervisor Voice: Linda Law, Curriculum Director; Afterword:The Incentive to Teach andSupervise Teaching; Acknowledgments; References and Resources; Index; About the Authors; Search this Book; Related ASCD Products |
| Record Nr. | UNINA-9910819676003321 |
|
Pollock Jane E. <1958->
|
||
| Alexandria, VA, : Association for Supervision and Curriculum Development, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Leading in sync : teacher leaders and principals working together for student learning / / Jill Harrison Berg
| Leading in sync : teacher leaders and principals working together for student learning / / Jill Harrison Berg |
| Autore | Berg Jill Harrison |
| Pubbl/distr/stampa | Alexandria, Virginia : , : ASCD, , [2018] |
| Descrizione fisica | 1 online resource (xi, 179 pages) |
| Disciplina | 371.1/06 |
| Soggetto topico |
Teacher-principal relationships - United States
Teachers - Professional relationships - United States Educational leadership - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4166-2698-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Leadership as influence -- Shared vision -- Leadership co-performance -- Culture of teacher leadership -- Strengthening trust -- Learning to lead together. |
| Record Nr. | UNINA-9910480712203321 |
|
Berg Jill Harrison
|
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| Alexandria, Virginia : , : ASCD, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
