Teachers Caught in the Action: Professional Development that MattersAnn Lieberman, Lynne Miller Teachers College Press, 2001 M04 27 - 246 páginas The work of professional development requires that teachers, as members of professional communities, make their students and their own work public. The contributors of this unique volume examine the problems and successes of teachers in different contexts, and explore the mechanisms and strategies that support teacher learning. From developing standards and assessments to writing narratives about their classroom experience and researching their own practice, from reform networks to school/university partnerships, these teachers learn by being "caught in the action." |
Contenido
| iii | |
II | vii |
IV | ix |
V | xviii |
VII | 3 |
VIII | 25 |
X | 39 |
XI | 41 |
XV | 82 |
XVI | 98 |
XVII | 121 |
XVIII | 139 |
XIX | 154 |
XX | 168 |
XXI | 189 |
XIII | 59 |
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Teachers Caught in the Action: Professional Development that Matters Ann Lieberman,Lynne Miller Sin vista previa disponible - 2001 |
Términos y frases comunes
achievement action activities African Americans Alford American Ann Lieberman BASRC Center challenge chapter classroom Cochran-Smith collaboration colleagues Columbia University communities of practice context Copyright Clearance Center critical culture curriculum Darling-Hammond Development That Matters discussion district efforts evaluation experience faculty Falk & Ort focus form of inquiry Fox River goals high school ideas improve individual inquiry as stance ISBN knowledge Leadership Schools learners look LYNNE MILLER Lytle M-CLASS math ment narrative National National Writing Project networks novice teachers participants performance assessments perspective problems profes professional development protocols public schools questions reflection responses Review rience role school reform scoring Senior Project Setaside skills social staff development standards standards-based strategies student learning talk teacher development teacher learning teacher research Teachers College Press teaching and learning teaching practice tion understanding University Wendy's whole-school Writing Project York