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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... Experience Text : Writing Themselves Back In 159 Anna Richert Ershler 11. When Teachers Write : Of Networks and Learning Ann Lieberman and Diane Wood 174 12. Teacher Research and Professional Development : Purposeful Planning or ...
... Experience Text : Writing Themselves Back In 159 Anna Richert Ershler 11. When Teachers Write : Of Networks and Learning Ann Lieberman and Diane Wood 174 12. Teacher Research and Professional Development : Purposeful Planning or ...
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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
accountability achievement action activities American assessment BASRC become begin called capacity Center challenge chapter classroom collaboration colleagues collective connected context conversation course created critical culture curriculum describe discussion district efforts engage evidence example experience faculty focus goals high school ideas important improve individual inquiry institutions instructional interest involved issues kind knowledge Leadership Lieberman look means meetings narrative networks offer opportunities organization participants Partnership performance perspective powerful practice presented problems professional development Project protocols questions reading reflection reform responses restructuring Review role school reform scoring shared skills social staff stance standards story strategies structure student learning success talk teacher learning teacher research Teachers College Press teaching tion tradition understanding University writing York