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Empowered Educators : How High-Performing Systems Shape Teaching Quality Around the World.
"Three teachers huddle around a laptop in the school library at Kranji secondary school in Singapore. Rosmiliah, a senior teacher, and her two colleagues are engaged in an intense discussion of Geographic Information Systems (GIS) and how to incorporate them into their teaching of geography. Th...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Somerset :
John Wiley & Sons, Incorporated,
2017.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 082 | 0 | 4 | |a 370.71/1 |2 23 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Darling-Hammond, Linda. | |
| 245 | 1 | 0 | |a Empowered Educators : |b How High-Performing Systems Shape Teaching Quality Around the World. |
| 260 | |a Somerset : |b John Wiley & Sons, Incorporated, |c 2017. | ||
| 300 | |a 1 online resource (306 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. | |
| 505 | 0 | |a Empowered Educators ; Contents; Foreword; Acknowledgments; About the Sponsoring Organizations; About the Lead Authors; Online Documents and Videos; Chapter 1 Teaching Policy Around the World ; What Kinds of Policies Affect Teaching?; Why Study International Teaching Policy?; Why Study These Jurisdictions?; What We Found; Developing Both Teacher Quality and Teaching Quality; Organization of This Book; Note; Chapter 2 Contexts for Teaching and Learning Systems; Australia; Governance and Funding; Curriculum and Assessment; Teachers and Teaching; Canada; Governance and Funding. | |
| 505 | 8 | |a Curriculum and AssessmentTeachers and Teaching; Finland; Equity as a Core Principle; Curriculum and Assessment; Teachers and Teaching; Shanghai; Governance and Funding; Curriculum and Assessment; Teachers and Teaching; Singapore; Building a Modern Economy and Diverse Society; Fostering Innovation and Equity; Teachers and Teaching; Summary; Note; Chapter 3 Recruiting and Preparing Profession-Ready Teachers ; Recruiting the Best; Financial Compensation; Attractiveness of the Profession; Selection Practices; Selecting Teachers in Finland; Selecting Teachers in Singapore. | |
| 505 | 8 | |a Selecting Teachers in CanadaSelecting Teachers in Shanghai; Selecting Teachers in Australia; Preparing Professionals; Standards for Practice: A Framework for Teacher Learning; Canada; Australia; Shanghai; Singapore; Preparation That Enables Professional Practice; Finland; Australia; Policy Levers for Teacher Education Improvement; Research-Based, Inquiry-Oriented, Clinical Preparation: The MTeach Model; School Centers for Teaching Excellence; Canada; Singapore; Shanghai; Induction; Shanghai; Singapore; Canada; Australia; Lessons Learned; Notes; Chapter 4 Developing High-Quality Teaching. | |
| 505 | 8 | |a Incentives and Infrastructure for LearningTime and Opportunity for Collaboration; Time for Collaboration; Opportunity for Collaboration; Curriculum Development and Lesson Study; Curriculum and Assessment Development; Lesson Study; Teacher Research; Jiaoyanzu in Shanghai; The Alberta Initiative for School Improvement; Teacher-Led Professional Development; Developing Teachers' Skills for Leading Professional Learning Within Schools ; Teacher-Led Learning Beyond the School Walls; Teaching Competitions; Feedback and Appraisal; Approaches to Appraisal; Canada; Finland; Australia; Shanghai. | |
| 505 | 8 | |a SingaporeLinks to Professional Learning; Links to Compensation; Lessons Learned; Chapter 5 The Teaching Career and Leadership for the Profession ; Career Pathways; Singapore's Career Ladder System; The Teaching Track; The Leadership Track; The Specialist Track; Shanghai's Career Ladder; Australia's Teaching Career Stages; Ontario's Support for Teacher Leadership; Opportunities to Lead Professional Learning; Recruiting and Developing School Leaders; Ontario's Leadership Strategy; Singapore's Leadership Track; Australia's Strategies for Leadership Development; New South Wales; Victoria. | |
| 500 | |a Lessons Learned. | ||
| 520 | |a "Three teachers huddle around a laptop in the school library at Kranji secondary school in Singapore. Rosmiliah, a senior teacher, and her two colleagues are engaged in an intense discussion of Geographic Information Systems (GIS) and how to incorporate them into their teaching of geography. The trio constitutes just one of many teacher groups working on year-long projects to create new and innovative learning resources. This rich learning environment for teachers is not the work of a single innovative school or principal: Kranji is much like any other neighborhood school in Singapore. The opportunities for teachers to collaborate and engage in professional learning are embedded systemically in Singapores education policy. While Singapore is well-known internationally for its strong investment and thoughtful designs for education, it is not alone. A growing body of research has found that high-performing countries have in common a set of strategies for developing, supporting, and sustaining the ongoing learning and development of their teachers and school leaders. These countries not only train individual educators well, they deliberately organize the sharing of expertise among teachers and administrators within and across schools, so that the system as a whole becomes ever more effective. And they not only cultivate innovative practices, they incorporate them into the system as a whole, rather than leaving them as exceptions at the margins. This book describes how this seemingly magical work is done: how a number of high-performing educational systems create a coherent set of policies designed to ensure quality teaching in all communities and how the results of these policies are manifested in practice. Across three continents and five countries, EMPOWERED EDUCATORS examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in Canada, and the province of Shanghai in China. Linda Darling-Hammond and a team of esteemed scholars offer lessons learned in a number of areas that shape the teaching force and the work of teachers: recruitment, teacher preparation, induction and mentoring, professional learning, teacher feedback and appraisal, and career and leadership development. "-- |c Provided by publisher. | ||
| 520 | |a "Three teachers huddle around a laptop in the school library at Kranji secondary school in Singapore. Rosmiliah, a senior teacher, and her two colleagues are engaged in an intense discussion of Geographic Information Systems (GIS) and how to incorporate them into their teaching of geography. The trio constitutes just one of many teacher groups working on year-long projects to create new and innovative learning resources. This rich learning environment for teachers is not the work of a single innovative school or principal: Kranji is much like any other neighborhood school in Singapore. The opportunities for teachers to collaborate and engage in professional learning are embedded systemically in Singapore's education policy. While Singapore is well-known internationally for its strong investment and thoughtful designs for education, it is not alone. A growing body of research has found that high-performing countries have in common a set of strategies for developing, supporting, and sustaining the ongoing learning and development of their teachers and school leaders. These countries not only train individual educators well, they deliberately organize the sharing of expertise among teachers and administrators within and across schools, so that the system as a whole becomes ever more effective. And they not only cultivate innovative practices, they incorporate them into the system as a whole, rather than leaving them as exceptions at the margins"-- |c Provided by publisher. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Teachers |x Training of |v Case studies. | |
| 650 | 0 | |a Education and state |v Case studies. | |
| 650 | 6 | |a Enseignants |x Formation |v Études de cas. | |
| 650 | 6 | |a Éducation |x Politique gouvernementale |v Études de cas. | |
| 650 | 7 | |a Education and state |2 fast | |
| 650 | 7 | |a Teachers |x Training of |2 fast | |
| 655 | 7 | |a Case studies |2 fast | |
| 700 | 1 | |a Burns, Dion. | |
| 758 | |i has work: |a Empowered educators (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGmvTxX3GPGmPR3dCychpd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Darling-Hammond, Linda. |t Empowered Educators : How High-Performing Systems Shape Teaching Quality Around the World. |d Somerset : John Wiley & Sons, Incorporated, ©2017 |z 9781119369608 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=4818693 |z Texto completo |
| 938 | |a EBL - Ebook Library |b EBLB |n EBL4818693 | ||
| 994 | |a 92 |b IZTAP | ||