Suchergebnisse

Acknowledgments -- Table of Contents -- About the Authors -- Foreword -- Introduction -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- Epilogue -- Appendix A -- Appendix B -- References and Resources -- Index

Building on both cutting-edge research and professional learning practice, Amanda Datnow and Vicki Park explore how professional collaboration can support deeper learning for students and teachers alike. While many schools and systems support teacher collaboration, they often fall short of their intended goals of improving teaching and learning. This book provides concrete guidance for creating the conditions for collaboration in which teachers are moved toward—rather than repelled—by joint work. The authors explore how collaborative settings can provide a space for working through the inevitable challenges that accompany the changing nature of teaching in the age of accountability and show the motivation, inspiration, and energy that teachers personally--and collectively--gain from collaborating to improve student learning. Ultimately, they show how teacher empowerment towards working together builds equitable and excellent learning environments.

Table of Contents -- About the Authors -- About Marzano Research -- Foreword -- Introduction -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- Chapter 8 -- Chapter 9 -- Chapter 10 -- Chapter 11 -- Chapter 12 -- References and Resources -- Index

Most would agree that a learning community of practice cultivates social and intellectual development in educational settings but what are the other benefits and what does a learning community actually look like in practice? This book explores such questions as: "Are learning communities essential in education?" "How are they designed and developed?" "What difference do they make in learning?" The book contains contributions of educators who share their research and practice in designing and implementing learning communities in school, university, and professional network settings. It presents their experiences, and the "how to" of these educators who are passionate about building and sustaining learning communities to make a real difference for students, teachers, faculty, and communities. Combining scholarly and practitioner research, the book offers practical information to teachers, school and university administrators, teacher educators, and community educators.

Educational quality is at the center of debates worldwide. In all these debates, teachers are considered as the critical actors determining to a large extent the quality of our educational systems. At the same time, doubts are expressed related to teachers' quality as well as to the education or training of teachers. In this context, policy debates underline the need for 'excellent' teachers and 'excellent' teacher education. 'Excellence' became the mantra in all educational policy debates. This book presents a model for teachers' professional development together with the three central themes: (1) professionalism of teacher educators, (2) professional development of (student) teachers, and (3) (student) teacher practices. The different chapters in this book discuss these themes in detail and originated from an open call launched at the ISATT 2013 conference that was organized around the central theme of 'Excellence of teachers?'. Urgent issues that address practitioners, teacher educators, and researchers are discussed throughout the chapters and general research challenges for teacher education researchers are put forward in the epilogue of this book.

Acknowledgments -- Table of Contents -- About the Authors -- Foreword -- Introduction -- Chapter One: The Case for Districtwide Alignment -- Alignment's Essential Components -- Chapter Three: Aligning to a Focus on Learning -- Chapter Four: Aligning to a Collaborative Culture -- Chapter Five: Aligning to a Results Orientation -- Chapter Six: An Alternative to Dead Reckoning: Assessing PLC Alignment -- Epilogue -- Appendix -- References and Resources -- Index

In a world where being a 'professional' is an increasingly indistinct notion under siege from scholars and educated laypeople, this interdisciplinary volume advocates the metaphor of 'becoming' as an lifelong process of forming one's professional identity.

This book analyses the experiences of professionals as they continue to learn at work. Although it focuses on learning in the health professions, it draws on research into continuing learning from other caring professions such as education and social services.

Wer sich neben dem Beruf an einer Hochschule weiterbilden möchte, ist mit anderen Herausforderungen bei der Studienorganisation und Lerngestaltung konfrontiert, als Vollzeitstudierende. Die Hochschulforscher Sabine Remdisch und Christian Otto beschreiben in ihrem Band "Erfolgsfaktoren der Weiterbildung - Studiengestaltung für Learning Professionals", was den Erfolg eines berufsbegleitenden Weiterbildungsstudiums ausmacht. Auf der Grundlage ihrer Erhebung analysieren die Autoren, welche individuellen Voraussetzungen und Strategien notwendig sind, damit Learning Professionals ihr Studium mit einem guten Ergebnis meistern und abschließen können. Die Ergebnisse der Studie bilden die Grundlage für einen Dialog zwischen den Hochschulen als Anbieter und den Berufstätigen und Unternehmen als Nutzer von berufsbegleitenden Weiterbildungen. Anyone wanting to complement their profession with university study will face other challenges when organising their studies and learning than full-time students. The university researchers Sabine Remdisch and Christian Otto describe that which makes job-concurrent further education studies successful. Based on their survey findings, the authors analyse the individual requirements and strategies needed to allow "learning professionals" to complete their studies successfully. The results of the study form the basis for a dialogue between universities as providers and professionals and companies as the users of job-concurrent studies.

"Large literacy gaps in the secondary grades require that all content-area teachers find ways to support students' literacy learning to ensure their success in academics and beyond. Part of the Every Teacher Is a Literacy Teacher series edited by Mark Onuscheck and Jeanne Spiller, Reading and Writing Strategies for the Secondary Social Studies Classroom in a PLC at Work highlights how collaborative teams can work together to integrate literacy and content-area instruction. Authors Daniel M. Argentar, Katherine A. N. Gillies, Maureen M. Rubenstein, and Brian R. Wise provide practical literacy-based strategies that grades 6-12 social studies teachers can use to connect the disciplinary content they teach in their classrooms with the development of essential literacy skills students need when reading and writing in social studies. By reading this book, middle and high school social studies teachers will possess the tools and techniques needed to simultaneously support literacy development and social studies learning"--

This volume critically explores themes of belonging, learning and community, drawing on a range of research studies conducted with adult learners in formal and informal contexts and employing interdisciplinary theory from education, feminist theory, cultural studies and human geography. Dominant but simplistic and regulatory ideas and practices of learning community in higher education and lifelong learning are critiqued. Instead, Jocey Quinn argues that learners gain most benefit from creating their own symbolic communities and networks, which help to produce imagined social capital. A rich v

This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic.