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Showing 1 - 12 of 12 matches in All Departments
This book examines reform in American education over the past fifty
years and against this backdrop presents a compelling analysis of
why contemporary voucher plans and charter schools have yet to
fulfill the expectations of their advocates. It is the only book to
date to attempt a comprehensive synthesis and analysis of the
emerging research base on vouchers and charter schools. Suitable
for courses in school policy, school reform, school leadership, or
educational issues, it will also be of interest to anyone (parents,
teachers, policymakers) directly involved with the charter school
movement.
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.
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.
Following the recent major school reform of Race to the Top, schools, teachers, and students are increasingly evaluated through high-stakes achievement test scores. In six concise chapters, Teacher and Student Evaluation explores the historical rise and modern landscape of accountability in American education, and the current models of teacher evaluation. The authors provide realistic and useful suggestions for responding to current accountability demands. The authors explore the methodological concerns and policy implications of using value-added and observational measures to make high-stakes decisions. After reaching the conclusion that these contemporary evaluation practices are flawed, Alyson Lavigne and Thomas Good offer possible solutions that inform current and future teacher evaluation. This book is a valuable resource for students of educational assessment as well as policy makers, administrators, and teachers who are currently building accountability plans. The book is written in an accessible but authoritative fashion that practitioners, policymakers, and scholars will find useful.
Following the recent major school reform of Race to the Top, schools, teachers, and students are increasingly evaluated through high-stakes achievement test scores. In six concise chapters, Teacher and Student Evaluation explores the historical rise and modern landscape of accountability in American education, and the current models of teacher evaluation. The authors provide realistic and useful suggestions for responding to current accountability demands. The authors explore the methodological concerns and policy implications of using value-added and observational measures to make high-stakes decisions. After reaching the conclusion that these contemporary evaluation practices are flawed, Alyson Lavigne and Thomas Good offer possible solutions that inform current and future teacher evaluation. This book is a valuable resource for students of educational assessment as well as policy makers, administrators, and teachers who are currently building accountability plans. The book is written in an accessible but authoritative fashion that practitioners, policymakers, and scholars will find useful.
The media's presentation suggests that American teenage culture
today is the most violent, sexual, and amoral youth culture in
history. In this book, Nichols and Good deconstruct the negative
images held by large numbers of adults. Recognizing that many
teenagers are left by adults to socialize themselves and the
consequences of this "careless indifference," the authors' goal is
to influence a more positive view leading to stronger social
policies and better services, resources, and programs to meet the
needs of America's youth.
The media's presentation suggests that American teenage culture
today is the most violent, sexual, and amoral youth culture in
history. In this book, Nichols and Good deconstruct the negative
images held by large numbers of adults. Recognizing that many
teenagers are left by adults to socialize themselves and the
consequences of this "careless indifference," the authors' goal is
to influence a more positive view leading to stronger social
policies and better services, resources, and programs to meet the
needs of America's youth.
This book examines reform in American education over the past fifty
years and against this backdrop presents a compelling analysis of
why contemporary voucher plans and charter schools have yet to
fulfill the expectations of their advocates. It is the only book to
date to attempt a comprehensive synthesis and analysis of the
emerging research base on vouchers and charter schools. Suitable
for courses in school policy, school reform, school leadership, or
educational issues, it will also be of interest to anyone (parents,
teachers, policymakers) directly involved with the charter school
movement.
This volume constitutes a special issue of Educational Psychologist. The contributors address topics such as: educational psychology's growing pains; classroom applications of research on self-regulated learning; classroom management; and programme development and evaluation.
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.
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.
These articles provide a coherent set of readings for use by teachers, curriculum specialists, administrators, researchers, and students in professional programs.
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