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Inquiry, Data, and Understanding is a reflective collection of papers in which Lorin Anderson offers his personal perspective on developments in educational research over thirty years. Following an introductory chapter, in which educational research is defined as disciplined inquiry, the remaining chapters are divided into four sections: time and learning, factors influencing educational effectiveness, international perspectives, and the nature and purpose of educational research. Each section contains an introduction that places the chapters in that section in a historical and personal context. The fourth section, which concludes the book, summarises four lessons that were learned about becoming a researcher. Based on these lessons, the final chapter describes four needs that must be met if school and classroom research is to move forward: * The need for concept-based research * The need to put students back into the equation * The need to stop focusing on correlates of student achievement * The need for research on alterable variables.
This book is based on the belief that decision making is perhaps
the most critical of all teaching skills and that good assessments
lie at the core of good decision making. To become better teachers
then, teachers must learn to make informed decisions about both
individual students (learning decisions) and about groups of
students (teaching decisions). This book gives equal status to both
types of decisions and shows how assessment is integral to both.
The affective realm is a critical, but often forgotten, aspect of
schooling. The development of character and the formation of
appropriate learning environments rely to a large extent on
understanding the affective nature of students. Even when the focus
is on cognitive achievement, affect has a role to play. Teachers
frequently mention a lack of motivation as a primary reason for
students not achieving as well as they should or as well as their
teachers would like.
The affective realm is a critical, but often forgotten, aspect of
schooling. The development of character and the formation of
appropriate learning environments rely to a large extent on
understanding the affective nature of students. Even when the focus
is on cognitive achievement, affect has a role to play. Teachers
frequently mention a lack of motivation as a primary reason for
students not achieving as well as they should or as well as their
teachers would like.
"The authors skillfully present the many ways a PAR approach can be tailored to a given district or school. This book provides a wealth of material to assist any principal, school, or district with its teacher improvement needs." "If you are ready for peer review, Anderson and Pellicer offer the model. If you are trying to make the decision, Teacher Peer Assistance and Review offers a realistic look at the pros and cons, the do?s and don?ts of this hot topic. A wonderful and unique addition to the literature! "Anderson and Pellicer offer a thoughtful and fair analysis of peer review as it relates to teaching performance. This is the place to start if improving the overall quality of instruction is important in your school district." "In their book, Teacher Peer Assistance and Review, Anderson and Pellicer present a compelling case for involving teachers in the instructional supervision process. They also point out the challenges associated with peer assistance and review and provide the reader with a step-by-step guide for overcoming them. Written in a clear, straightforward style, this book is a must-read for teachers, administrators, and policymakers who are serious about implementing effective peer assistance and review programs." Elementary and secondary educators are discovering what higher education faculty have always known?Peer Assistance and Review (PAR) programs work! Both new and veteran teachers can improve and update their knowledge and skills by linking with "consulting" teachers who provide support through observation, modeling, and sharing of information. PAR programs can strengthen teacher professionalism, improve teacher quality, and ultimately enhance student learning, if done well. Anderson and Pellicer, two nationally renowned educators, chart a course for developing and implementing an effective PAR program based on long-standing successful programs. Easy-to-read sections highlight:
Useful Web sites, sample forms, job descriptions, and applications, and an example of an educational policy trust agreement offer practical how-to help. Both administrators and teachers interested in understanding and incorporating a Peer Assistance Review program will find this book an essential guide.
Though schools have long relied on teachers to assume leadership roles, they have received little assistance in becoming the leaders they are expected to be. Leadership preparation tends to focus on teaching educators to become administrators rather than teacher leaders. This innovative sourcebook is designed to redress the balance. Based on a thorough review of current literature, A Handbook for Teacher Leaders guides readers through the leadership skills and strategies they will require. Issues covered include leading in curriculum development and school restructuring, and leading teachers in their professional development.
"The authors skillfully present the many ways a PAR approach can be tailored to a given district or school. This book provides a wealth of material to assist any principal, school, or district with its teacher improvement needs." "If you are ready for peer review, Anderson and Pellicer offer the model. If you are trying to make the decision, Teacher Peer Assistance and Review offers a realistic look at the pros and cons, the do?s and don?ts of this hot topic. A wonderful and unique addition to the literature!" "Anderson and Pellicer offer a thoughtful and fair analysis of peer review as it relates to teaching performance. This is the place to start if improving the overall quality of instruction is important in your school district." "In their book, Teacher Peer Assistance and Review, Anderson and Pellicer present a compelling case for involving teachers in the instructional supervision process. They also point out the challenges associated with peer assistance and review and provide the reader with a step-by-step guide for overcoming them. Written in a clear, straightforward style, this book is a must-read for teachers, administrators, and policymakers who are serious about implementing effective peer assistance and review programs." Improve education through teacher partnerships! Elementary and secondary educators are discovering what higher education faculty have always known?Peer Assistance and Review (PAR) programs work! Both new and veteran teachers can improve and update their knowledge and skills by linking with "consulting" teachers who provide support through observation, modeling, and sharing of information. PAR programs can strengthen teacher professionalism, improve teacher quality, and ultimately enhance student learning, if done well. Anderson and Pellicer, two nationally renowned educators, chart a course for developing and implementing an effective PAR program based on long-standing, successful programs. Easy-to-read sections highlight: Useful Web sites, sample forms, job descriptions and applications, and an example of an educational policy trust agreement offer practical, how-to help. Both administrators and teachers interested in understanding and incorporating a Peer Assistance and Review program will find this book an essential guide.
Inquiry, Data, and Understanding is a reflective collection of
papers in which Lorin Anderson offers his personal perspective on
developments in educational research over thirty years.
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