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Actionable Feedback for PK-12 Teachers (Hardcover): Alyson L. LaVigne, Mary Lynne Derrington Actionable Feedback for PK-12 Teachers (Hardcover)
Alyson L. LaVigne, Mary Lynne Derrington; Series edited by Jeffrey Glanz
R1,811 Discovery Miles 18 110 Ships in 12 - 17 working days

Leading and Learning for Effective Feedback in K-12 Classrooms provides practical applications for those who conduct teacher classroom observations and provide feedback for growth. Leaders will learn strategies to support content and program area teachers with effective feedback practices. The book supplements effective instructional practices and includes strategies for useful modifications of mandated uniform observation instruments. The collection of thirteen chapters in this edited text includes: Supervisory theories Developmental and differentiated feedback Applying human resource orientation to supervision Using classroom video for supervision Feedback for equitable change Feedback for culturally responsive instruction Teacher supervision in: STEM, literacy, early childhood education, gifted education, career and technical education, and virtual schools After reading Leading and Learning for Effective Feedback in K-12 Classrooms, readers will be equipped with foundational knowledge as well as specific feedback strategies for supervising programs and content areas. Readers will develop skills in providing effective feedback that promotes teacher growth leading to instructional strategies that increases student learning.

Actionable Feedback for PK-12 Teachers (Paperback): Alyson L. LaVigne, Mary Lynne Derrington Actionable Feedback for PK-12 Teachers (Paperback)
Alyson L. LaVigne, Mary Lynne Derrington; Series edited by Jeffrey Glanz
R836 Discovery Miles 8 360 Ships in 12 - 17 working days

Leading and Learning for Effective Feedback in K-12 Classrooms provides practical applications for those who conduct teacher classroom observations and provide feedback for growth. Leaders will learn strategies to support content and program area teachers with effective feedback practices. The book supplements effective instructional practices and includes strategies for useful modifications of mandated uniform observation instruments. The collection of thirteen chapters in this edited text includes: Supervisory theories Developmental and differentiated feedback Applying human resource orientation to supervision Using classroom video for supervision Feedback for equitable change Feedback for culturally responsive instruction Teacher supervision in: STEM, literacy, early childhood education, gifted education, career and technical education, and virtual schools After reading Leading and Learning for Effective Feedback in K-12 Classrooms, readers will be equipped with foundational knowledge as well as specific feedback strategies for supervising programs and content areas. Readers will develop skills in providing effective feedback that promotes teacher growth leading to instructional strategies that increases student learning.

Looking in Classrooms (Paperback, 11th edition): Thomas L. Good, Alyson L. LaVigne Looking in Classrooms (Paperback, 11th edition)
Thomas L. Good, Alyson L. LaVigne
R3,787 Discovery Miles 37 870 Ships in 12 - 17 working days

Looking in Classrooms uses educational, psychological, and social science theories and classroom-based research to teach future classroom teachers about the complexities and demands of classroom instruction. While maintaining the core approach of the first ten editions, the book has been thoroughly revised and updated with new research-based content on teacher evaluation, self-assessment, and decision-making; special emphases on teaching students from diverse ethnic, cultural, class, and gender-identity contexts; and rich suggestions for integrating technology into classroom instruction. Widely considered to be the most comprehensive and authoritative source available on effective, successful teaching, Looking in Classrooms synthesizes the knowledge base on student motivation, classroom management, teacher expectations, teacher effectiveness, adaptive instruction for individual learners, and informative observational techniques for enhancing teaching. It addresses key topics in classroom instruction in an accessible fashion, promoting easy intepretation and transfer to practice, and articulates the roles of teacher-centered pedagogy, student-centered instruction, and project-based learning in today's classroom. Guided by durable historical knowledge as well as dynamic, emerging conceptions of teaching, this text is ideal for undergraduate teacher training programs and for masters-level courses for teachers, administrators, and superintendents.

Improving Teaching through Observation and Feedback - Beyond State and Federal Mandates (Paperback): Alyson L. LaVigne, Thomas... Improving Teaching through Observation and Feedback - Beyond State and Federal Mandates (Paperback)
Alyson L. LaVigne, Thomas L. Good
R1,116 Discovery Miles 11 160 Ships in 12 - 17 working days

In response to Race to the Top, schools nationwide are rapidly overhauling their teacher evaluation processes. Often forced to develop and implement these programs without adequate extra-institutional support or relevant experience, already-taxed administrators need accessible and practical resources. Improving Teaching through Observation and Feedback brings cutting-edge research and years of practical experience directly to those who need them. In five concise chapters, Thomas Good and Alyson Lavigne briefly outline the history of RttT and then move quickly and authoritatively to a discussion of best practices. This book is a perfect resource for administrators reworking their processes for new evaluation guidelines.

Looking in Classrooms (Hardcover, 11th edition): Thomas L. Good, Alyson L. LaVigne Looking in Classrooms (Hardcover, 11th edition)
Thomas L. Good, Alyson L. LaVigne
R7,168 Discovery Miles 71 680 Ships in 12 - 17 working days

Looking in Classrooms uses educational, psychological, and social science theories and classroom-based research to teach future classroom teachers about the complexities and demands of classroom instruction. While maintaining the core approach of the first ten editions, the book has been thoroughly revised and updated with new research-based content on teacher evaluation, self-assessment, and decision-making; special emphases on teaching students from diverse ethnic, cultural, class, and gender-identity contexts; and rich suggestions for integrating technology into classroom instruction. Widely considered to be the most comprehensive and authoritative source available on effective, successful teaching, Looking in Classrooms synthesizes the knowledge base on student motivation, classroom management, teacher expectations, teacher effectiveness, adaptive instruction for individual learners, and informative observational techniques for enhancing teaching. It addresses key topics in classroom instruction in an accessible fashion, promoting easy intepretation and transfer to practice, and articulates the roles of teacher-centered pedagogy, student-centered instruction, and project-based learning in today's classroom. Guided by durable historical knowledge as well as dynamic, emerging conceptions of teaching, this text is ideal for undergraduate teacher training programs and for masters-level courses for teachers, administrators, and superintendents.

Improving Teaching through Observation and Feedback - Beyond State and Federal Mandates (Hardcover): Alyson L. LaVigne, Thomas... Improving Teaching through Observation and Feedback - Beyond State and Federal Mandates (Hardcover)
Alyson L. LaVigne, Thomas L. Good
R4,439 Discovery Miles 44 390 Ships in 12 - 17 working days

In response to Race to the Top, schools nationwide are rapidly overhauling their teacher evaluation processes. Often forced to develop and implement these programs without adequate extra-institutional support or relevant experience, already-taxed administrators need accessible and practical resources. Improving Teaching through Observation and Feedback brings cutting-edge research and years of practical experience directly to those who need them. In five concise chapters, Thomas Good and Alyson Lavigne briefly outline the history of RttT and then move quickly and authoritatively to a discussion of best practices. This book is a perfect resource for administrators reworking their processes for new evaluation guidelines.

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