Developing Learning Communities Through Teacher Expertise.

Learn practical methods for developing a collaborative environment where teachers and administrators work together to enhance teachers' practices, increase student learning, and produce valuable school processes.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Martin-Kniep, Giselle O.
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Thousand Oaks : SAGE Publications, 2003.
Temas:
Teachers > In-service training > United States.
Group work in education > United States.
Teachers > Professional relationships > United States.
Enseignants > Formation en cours d'emploi > États-Unis.
Enseignement > Travail en équipe > États-Unis.
Enseignants > Relations professionnelles > États-Unis.
Group work in education
Teachers > In-service training
Teachers > Professional relationships
United States
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Contents
  • Preface
  • Acknowledgments
  • About the Author
  • Chapter 1
  • Learning Communities
  • What are Learning Communities?
  • Why are They Important?
  • What Do Learning Communities Do? What Do They Require to Function?
  • What Gets in the Way of the Development of Learning Communities?
  • What can We Do to Support Learning Communities?
  • Possible Questions for the Reader
  • Recommended Books on Learning Communities
  • Chapter 2
  • Standards-Based Curriculum and Assessment Design
  • What Does it Take to Develop a Standards-Based, Learner-Centered Unit?
  • How Do We Help Teachers Develop High-Quality Standards-Based Units?
  • Possible Questions for the Reader
  • Recommended Books on Standards-Based Curriculum and Assessment Design
  • Chapter 3
  • Data-Driven Inquiry and Action Research
  • Three Examples of Inquiry
  • How can Schools Support Individual, Collaborative, and School-Based Research?
  • Possible Questions for the Reader
  • Recommended Books on Action Research and Use of Data
  • Chapter 4
  • Professional Portfolios
  • What Do Professional Portfolios Include?
  • Understanding and Use of Standards-Based and Learner-Centered Curriculum and Assessment
  • Use of Reflection and Data to Improve One's Practice
  • How are Professional Portfolios Organized?
  • How can Schools Begin to Support the Development and Use of Professional Portfolios?
  • Possible Questions for the Reader
  • Recommended Books on Portfolios
  • Chapter 5
  • Developing an Action Plan
  • Identification of Internal Expertise
  • Assessment of Needs
  • Brokering of Relationships among Teachers
  • Curriculum and Assessment Design Work
  • Inquiry and Analysis Work
  • Professional Portfolio Work
  • Appendix A: Description of CSETL and its Mission
  • Appendix B: Unit Design Template
  • Appendix C: Application to become a CSETL Fellow.
  • Appendix D: Professional Portfolio Rubric
  • References
  • Index.

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