Learning to Be Teacher Leaders

A Framework for Assessment, Planning, and Instruction
 
 
Routledge (Verlag)
  • erschienen am 20. August 2015
  • |
  • 190 Seiten
 
E-Book | ePUB mit Adobe-DRM | Systemvoraussetzungen
978-1-317-62109-6 (ISBN)
 
Learning to Be Teacher Leaders examines three integrated components of strong pedagogy-assessment, planning, and instruction-within a framework emphasizing the knowledge, skills, and dispositions that can empower teachers to become teacher leaders within their schools. Combining the what, why, and how of teaching, the research-based concepts, presented in a pragmatic format, are relevant across grade levels, classrooms, and content areas. Designed to support success on national licensure assessments, this text brings together in one place the important features of learning to be an effective teacher, and becoming a teacher leader who continues to grow and develop within the profession. Taking a student-centered approach to instruction, it also recognizes the outside factors that can challenge this approach and provides strategies for coping with them. Using this book as a guide and resource, pre-service and beginning teachers will focus on the most important factors in teaching, resulting in strengthening their pedagogy and developing a language that helps them move forward in terms of agency and advocacy. A Companion Website provides additional resources for instructors and students.
  • Englisch
  • London
  • |
  • Großbritannien
Taylor & Francis Ltd
  • Für höhere Schule und Studium
978-1-317-62109-6 (9781317621096)

weitere Ausgaben werden ermittelt
Amy D. Broemmel is Associate Professor, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, USA.
Jennifer Jordan is Clinical Assistant Professor, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, USA.
Beau Michael Whitsett is Graduate Teaching Associate, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, USA.
Foreword
Preface
Acknowledgements
Chapter 1: Introduction-Framework: Our vision of effective teaching
Section 1: Assessment
Chapter 2: What is Assessment?
Chapter 3: Purposes of Classroom Assessment

Section 2: Planning
Chapter 4: Levels of Planning

Section 3: Instruction
Chapter 6: Establishing the Instructional Environment
Chapter 7: Academic Language
Chapter 8: Questioning and Feedback
Chapter 9: Engagement

Section 4: Teacher Leadership
Chapter 10: Thinking
Chapter 11: Action
Chapter 12: Pulling It All Together: Being a Professional
Index

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