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Guide to Literacy Coaching : Helping Teachers Increase Student Achievement.
This practical guide presents effective coaching strategies and best practices for enhancing literacy instruction, working with administrators and communities, and boosting student performance across all grade levels.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2008.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn922904448 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 151017s2008 xx o 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d DEBSZ |d OCLCQ |d EBLCP |d OCLCQ |d MERUC |d OCLCQ |d AU@ |d OCLCQ |d OCLCL | ||
| 020 | |a 9781412951555 | ||
| 020 | |a 1412951550 | ||
| 029 | 1 | |a DEBSZ |b 449345181 | |
| 035 | |a (OCoLC)922904448 | ||
| 050 | 4 | |a LB2844.1.R4.J39 2008 | |
| 082 | 0 | 4 | |a 372.6044 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Jay, Annemarie B. | |
| 245 | 1 | 0 | |a Guide to Literacy Coaching : |b Helping Teachers Increase Student Achievement. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2008. | ||
| 300 | |a 1 online resource (297 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a This practical guide presents effective coaching strategies and best practices for enhancing literacy instruction, working with administrators and communities, and boosting student performance across all grade levels. | ||
| 505 | 0 | |a Cover Page -- Title -- Copyright -- Contents -- List of Figures -- List of Resources -- Foreword -- Preface -- Acknowledgments -- About the Authors -- 1. The Nature of Literacy Coaching in America's Schools -- Introduction -- Why Literacy Coaching Is Important -- What Is a Literacy Coach? -- What Are the Differences Between a Literacy Coach and a Reading Specialist? -- Coaching Labels -- Peer Coaching -- Technical Coaching -- Team Coaching -- Collegial Coaching -- Cognitive Coaching -- Challenge Coaching -- Position Statements on the Literacy Coach | |
| 505 | 8 | |a Role and Qualifications of the Literacy Coach -- Standards for Middle and High School Literacy Coaches -- Collaborator -- Instructional Coach -- Evaluator of Literacy Needs -- Instructional Strategist -- Literacy Coaching Clearinghouse -- Literacy Coaching Certification Throughout the United States -- An Expert's Thoughts: Dr. Cathy Roller -- Summary -- Topic Extensions for Class Sessions or Study Groups -- 2. The Multiple Roles of the Literacy Coach: Facilitator, Observer, Colleague, and Learner -- Introduction -- Scenario -- Coach as Facilitator -- Facilitating Before the Event | |
| 505 | 8 | |a Specific Planning With Administrators -- Planning on One's Own -- Collaboration With Teachers -- Facilitating During the Event -- Pacing -- The Schedule -- Facilitating After the Event -- Coach as Observer -- Coach Observing Teachers -- Whole Group Versus Small Group -- Collective Observations -- Teacher Observing the Coach -- Planning Demonstration Lessons -- Coaches Observing Coaches -- Coach as Colleague -- Dimensions of Leadership -- Collaboration With Other Groups -- Inviting Outside Experts/Speakers -- Serving on Committees -- Teachers as Readers -- Coach as Learner -- Self-Learning | |
| 505 | 8 | |a Learning About the School -- An Expert's Thoughts: Dr. Jack Cassidy -- Summary -- Topic Extensions for Class Sessions or Study Groups -- 3. Assistance and Resources for New and Experienced Literacy Coaches -- Introduction -- Scenario -- A Glimpse of First-Year Coaching -- Change Over Time -- School Culture -- Principal's Leadership Style -- Parent Involvement -- Staff Interactions -- Sample First-Year Time Line -- First Three Months: Acquaintances -- Second Three Months: Adaptations -- Third Three Months: Assessments and Adaptations -- Fourth Three Months: Assessments and Priorities | |
| 505 | 8 | |a An Expert's Thoughts: Dr. Roger Farr -- The Coach's Assignment -- New School and Staff -- Same School and Staff -- Staff Survey Regarding Literacy Coaching -- Resources and Assistance Available to Literacy Coaches -- University Partnerships With Schools -- Coach as Liaison -- Mentoring -- Study Groups -- Finding and Writing Grants -- Technology and Web Sites -- An Expert's Thoughts: Dr. Shelley Wepner -- Summary -- Topic Extensions for Class Sessions or Study Groups -- 4. The Schools in Which We Work -- Introduction -- Scenario -- Primary/Elementary School Settings -- Characteristics | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 4 | |a Reading teachers |x Training of. | |
| 700 | 1 | |a Strong, Mary W. | |
| 758 | |i has work: |a A guide to literacy coaching (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFyRqRq9WbHDfKGBfyr3Xq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Jay, Annemarie B. |t Guide to Literacy Coaching : Helping Teachers Increase Student Achievement. |d Thousand Oaks : SAGE Publications, ©2008 |z 9781412951555 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1120788 |z Texto completo |
| 938 | |a EBL - Ebook Library |b EBLB |n EBL1993601 | ||
| 938 | |a EBL - Ebook Library |b EBLB |n EBL1120788 | ||
| 994 | |a 92 |b IZTAP | ||