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This book introduces mindfulness as an approach for enhancing the
supervision of teachers and teacher candidates. Drawing on
empirical research and the welcoming of mindfulness in public
school classrooms, the author makes the case for embracing
mindfulness methods as a way to become more conscious of
supervisory practices and “less reactive” and to enhance
regularly enacted tasks, such as classroom observations,
conference, and foster relationships and developing collegiality.
In contrast to traditional models of supervision, the author
reframes supervision as a present moment experience in which
unlimited possibilities exist. Awakening to Educational
Supervision: A Mindfulness-Based Approach to Coaching and
Supporting Teachers provides specific techniques and exercises,
such as mindfulness breathing and meditation, mindful walking,
mindful note-taking, and deep listening, that can be embedded in
supervision routines and practices. Additional notions furthering
the mindful supervision approach are also addressed, including the
role of intuition, mindfulness in relation to ethical and moral
action within supervision, and mindfulness as a way to further
building community among school stakeholders.
This book introduces mindfulness as an approach for enhancing the
supervision of teachers and teacher candidates. Drawing on
empirical research and the welcoming of mindfulness in public
school classrooms, the author makes the case for embracing
mindfulness methods as a way to become more conscious of
supervisory practices and “less reactive” and to enhance
regularly enacted tasks, such as classroom observations,
conference, and foster relationships and developing collegiality.
In contrast to traditional models of supervision, the author
reframes supervision as a present moment experience in which
unlimited possibilities exist. Awakening to Educational
Supervision: A Mindfulness-Based Approach to Coaching and
Supporting Teachers provides specific techniques and exercises,
such as mindfulness breathing and meditation, mindful walking,
mindful note-taking, and deep listening, that can be embedded in
supervision routines and practices. Additional notions furthering
the mindful supervision approach are also addressed, including the
role of intuition, mindfulness in relation to ethical and moral
action within supervision, and mindfulness as a way to further
building community among school stakeholders.
This book identifies and emphasizes the need for a holistic
approach to school improvement when it comes to both the
development of the whole child and the relationships among student,
family, and community development. In recent years, the emphasis in
PK-12 education in the United States has been on the measurement of
student and school performance by high-stakes achievement tests.
This emphasis has resulted in a narrowed curriculum emphasizing
lower-level cognitive learning, with little attention paid to the
moral, social, and creative development of students, families, and
communities. This book argues that PK-12 education needs to shift
its focus to holistic qualities of the successful school, qualities
that reflect a moral rather than a technical approach to education
while also improving students’ academic performance.
This book identifies and emphasizes the need for a holistic
approach to school improvement when it comes to both the
development of the whole child and the relationships among student,
family, and community development. In recent years, the emphasis in
PK-12 education in the United States has been on the measurement of
student and school performance by high-stakes achievement tests.
This emphasis has resulted in a narrowed curriculum emphasizing
lower-level cognitive learning, with little attention paid to the
moral, social, and creative development of students, families, and
communities. This book argues that PK-12 education needs to shift
its focus to holistic qualities of the successful school, qualities
that reflect a moral rather than a technical approach to education
while also improving students' academic performance.
Nearly half of all novices abandon the profession in their first
seven years. To lower the dropout rate, this book from the
Association for Supervision and Curriculum Development (ASCD)
examines why beginning teachers struggle and how research-based
strategies can help them thrive. Among the highlights: detailed
advice on setting up Beginning Teacher Assistance Programs, which
use mentors and support teams to boost skills, morale, and
potential.
Those new to action research are provided an overview and map to
guide participants through the process. Gordon evaluates the work
of the School Improvement Network, a partnership in which
university professors and graduate students collaborated with K -
12 school leaders and teachers to design, implement, and assess
schoolwide action research projects focused on long-term school
improvement.Describing the role of both the university and the
school, ""Collaborative Action Research"": explores critical
aspects of collaborative action, including establishing
relationships, using critical friends, developing leadership teams,
readiness, organization, and implementation; provides lessons
learned from successful and unsuccessful programs, to show schools
what to do and what to avoid; and, examines schools in Texas that
have used action research to improve student achievement within a
standards-based environment.
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