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A guide to curriculum mapping : planning, implementing, and sustaining the process /
This practical, step-by-step guide examines the stages of contemplating, planning, and implementing curriculum mapping initiatives that can improve student learning and create sustainable change.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks, CA :
Corwin Press,
2008.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 049 | |a UAMI | ||
| 100 | 1 | |a Hale, Janet A., |e author. | |
| 245 | 1 | 2 | |a A guide to curriculum mapping : |b planning, implementing, and sustaining the process / |c Janet A. Hale ; forword by Heidi Hayes Jacobs. |
| 264 | 1 | |a Thousand Oaks, CA : |b Corwin Press, |c 2008. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Vendor-supplied metadata. | |
| 505 | 0 | |a Cover -- Contents -- List of Figures -- Foreword -- Preface -- A Resource for Teachers and Administrators -- Overview of the Contents -- Acknowledgments -- About the Author -- Chapter 1 -- How do We Need to Think, Act, and Meet Differently? -- Thinking Differently: Planned Versus Operational Curriculum -- Acting Differently: Verification Versus Speculation -- Meeting Differently: A Collegial Forum -- Conclusion -- Review Questions -- Chapter 2 -- What are the Four Types of Curriculum Maps? -- Four Types of Curriculum Maps | |
| 505 | 8 | |a Curriculum Map Elements: An OverviewConclusion -- Review Questions -- Chapter 3 -- What Should We Consider Before Developing Curriculum Maps? -- First Consideration: Exploring Personal and Collaborative Understanding of Curriculum Design -- Second Consideration: The Ongoing Nature of Mapping Reviews -- Third Consideration: A Mapping Sequence That is Right for Your Learning Organization -- Conclusion -- Review Questions -- Chapter 4 -- What Elements are Commonly Included in Curriculum Maps? -- Curriculum Map Alignments and Elements -- Writing the Elements | |
| 505 | 8 | |a ConclusionReview Questions -- Descriptive or Not Descriptive? That is the Question! (Math Focus) -- Descriptive or Not Descriptive? That is the Question! (Language Arts Focus) -- Skill Versus Activity (Math Focus: Primary Grades) -- Skill Versus Activity (Various-Discipline Focus: Upper Grades) -- Assessment Versus Evaluation -- Chapter 5 -- What Should We Know Before Creating Diary Maps or Projected Maps? -- Points to Ponder -- Implementation Considerations -- Conclusion -- Sample Projected/Diary Maps -- Review Questions | |
| 505 | 8 | |a Conducting an Initial Read-Through: Facilitator Explanation and How-To GuideConducting an Initial Read-Through:Team Member Explanation and How-To Guide -- Initial Read-Through: Collaborating to Create Quality Maps -- Initial Read-Through Card Shuffle Debrief -- Chapter 6 -- What Should We Know Before Creating Consensus Maps and Essential Maps? -- Map Type Differentiation -- Developmental Considerations -- Conclusion -- Sample Consensus Maps and Essential Maps -- Review Questions -- Chapter 7 -- How Should We be Using Our Created Curriculum Maps? | |
| 505 | 8 | |a Conducting Data-Driven ReviewsInvestigating the Curriculum -- Conclusion -- Review Questions -- Chapter 8 -- What Data is Often Incorporated When Refining Curriculum Maps? -- Additional Map Data -- Essential and Supporting Questions -- Conclusion -- Review Questions -- Chapter 9 -- How May Interpreting Standards Influence Our Curriculum Design? -- Standards and Curriculum -- Breaking Apart Standards -- Determining Power Standards -- Conclusion -- Review Questions -- Chapter 10 -- What Should We Consider Regarding Technology? | |
| 520 | |a This practical, step-by-step guide examines the stages of contemplating, planning, and implementing curriculum mapping initiatives that can improve student learning and create sustainable change. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Curriculum planning. | |
| 650 | 0 | |a Teacher participation in curriculum planning. | |
| 650 | 0 | |a Educational leadership. | |
| 650 | 6 | |a Enseignants |x Participation à la planification des programmes d'études. | |
| 650 | 6 | |a Leadership en éducation. | |
| 650 | 7 | |a EDUCATION |x Curricula. |2 bisacsh | |
| 650 | 7 | |a Curriculum planning |2 fast | |
| 650 | 7 | |a Educational leadership |2 fast | |
| 650 | 7 | |a Teacher participation in curriculum planning |2 fast | |
| 700 | 1 | |a Jacobs, Heidi Hayes. | |
| 758 | |i has work: |a A guide to curriculum mapping (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGyt3TbtKVrVkDRycfFh73 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Hale, Janet A. |t Guide to Curriculum Mapping : Planning, Implementing, and Sustaining the Process. |d : Corwin, ©1900 |z 9781412948920 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1365086 |z Texto completo |
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