Teachers Caught in the Action: Professional Development that MattersAnn Lieberman, Lynne Miller Teachers College Press, 27 avr. 2001 - 246 pages 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." |
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Page i
... New York and London 6. Teachers Engaged in Evidence - Based Reform : Trajectories of Teacher's Inquiry , Analysis , and Action Milbrey W. McLaughlin with Joel Zarrow V 79 64 vi 7. School - University Partnership as a Venue for.
... New York and London 6. Teachers Engaged in Evidence - Based Reform : Trajectories of Teacher's Inquiry , Analysis , and Action Milbrey W. McLaughlin with Joel Zarrow V 79 64 vi 7. School - University Partnership as a Venue for.
Page ii
... Partnership as a Venue for Professional Development Lynne Miller Contents 102 8. Professional Learning Through Assessment 118 Beverly Falk 9. Lessons from an Inquiring School : Forms of Inquiry and Conditions for Teacher Learning 141 ...
... Partnership as a Venue for Professional Development Lynne Miller Contents 102 8. Professional Learning Through Assessment 118 Beverly Falk 9. Lessons from an Inquiring School : Forms of Inquiry and Conditions for Teacher Learning 141 ...
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Page vi
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Page ix
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Table des matières
| iii | |
II | vii |
IV | ix |
V | xviii |
VII | 3 |
IX | 25 |
XI | 39 |
XII | 41 |
XVI | 82 |
XVII | 98 |
XVIII | 121 |
XIX | 139 |
XX | 154 |
XXI | 168 |
XXII | 189 |
XIV | 59 |
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Teachers Caught in the Action: Professional Development that Matters Ann Lieberman,Lynne Miller Aucun aperçu disponible - 2001 |
Expressions et termes fréquents
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 Educational Research 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 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 Wendy's whole-school Writing Project York