Observation skills for effective teaching:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Upper Saddle River, N.J.
Pearson Merrill Prentice Hall
2008
|
| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Table of contents only Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 279-288) and indexes |
| Beschreibung: | XVII, 294 S. Ill. 28 cm |
| ISBN: | 0132229005 9780132229005 |
Internformat
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| 245 | 1 | 0 | |a Observation skills for effective teaching |c Gary D. Borich with contributions by Debra Bayles Martin |
| 250 | |a 5. ed. | ||
| 264 | 1 | |a Upper Saddle River, N.J. |b Pearson Merrill Prentice Hall |c 2008 | |
| 300 | |a XVII, 294 S. |b Ill. |c 28 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. 279-288) and indexes | ||
| 650 | 4 | |a Enseignement efficace | |
| 650 | 4 | |a Observation (Méthode d'enseignement) | |
| 650 | 4 | |a Observation (Educational method) | |
| 650 | 4 | |a Effective teaching | |
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Datensatz im Suchindex
| _version_ | 1804137130141679616 |
|---|---|
| adam_text | Brief Contents
I Lenses for Observing
9
j
Making Classroom Visits
23
4
Seeing Beyond Personal Experiences and Expectations
41
ξ
Considering the Learning Climate
59
1
Looking for Lesson Clarity
115
g
Verifying Instructional Variety
141
§
Observing Task Orientation
169
|Q Examining Engagement in the Learning Process
197
ţi
Measuring Student Success
221
12
Looking for Higher Thought Processes and Performance Outcomes
249
APPENDIX: How to Determine Percentage of Observer Agreement for a Counting Observation System
273
GLOSSARY
275
REFERENCES
279
NAME INDEX
289
SUBJECT INDEX
291
INSTRUMENT INDEX
294
ix
LIST OF INSTRUMENTS
XVI
1
Why Observe?
1
Goal
1 :
To Achieve Empathy
4
Goal
2:
To Establish Cooperative Relationships
Goal
3:
To Become Realistic
5
Goal
4:
To Establish Direction
5
Goal
5:
To Attain Confidence
6
Goal
6:
To Express Enthusiasm
6
Goal
7:
To Become Flexible
6
Goal
8:
To Become Self-Reliant
7
A Beginning Thought
7
For More Information
7
Key Terms
7
Activities
7
2
Lenses for Observing
9
What Real Classrooms Are Like
11
Rapid Pace of Classrooms
11
Immediacy of Classrooms
11
Interruptions in Classrooms
12
Social Dynamics of Classrooms
12
Becoming Aware of Classroom Behavior: Lenses for Self-Improvement
13
To Become Aware of Your Own Behavior
14
To Discover Alternative Instructional Practices and New Solutions to
Instructional Problems
14
To Determine Your Personal Teaching Strengths
15
To Focus Your Reflections on Important Areas of Teacher Effectiveness
15
Eight Lenses for Classroom Observation
15
Lens
1:
Consider the Learning Climate
16
Lens
2:
Focus on Classroom Management
16
Lens
3:
Look for Lesson Clarity
16
Lens
4:
Verify Variety
16
Lens
5:
Observe Task Orientation
16
Lens
6:
Examine Engagement
16
Contents xl
Lens
7:
Measure Student Success
17
Lens
8:
Look for Higher Thought Processes and Performance Outcomes
17
Challenges to Observing in Classrooms
17
Sources of Influence on Observations from Outside Ourselves
18
Student Ability and Achievement
18
Classroom Characteristics
19
Participatory and Cooperative Student Behavior
19
Experience and Education of the Teacher
19
School, Grade, and Subject Matter
19
Individual and Cultural Diversity
20
Sources of Influence on Observations from Within Ourselves
20
Your Own Experiences in School
21
Recent Influences and Training
21
Who May Be Watching; Who May Find Out
21
Choosing a Useful Lens: The Need to Structure Observations
21
For More Information
22
Key Terms
22
Activities
22
■}
Making Classroom Visits
25
A Classroom Dialogue
24
Reactions from Observing Ms. Koker s Classroom
26
Observing the Learning Climate
27
Observing Classroom Management
27
Observing Lesson Clarity
28
Observing Instructional Variety
28
Observing the Teacher s Task Orientation
29
Observing Students Engagement in the Learning Process
30
Observing Student Success
30
Observing Higher Thought Processes and Performance Outcomes
31
Preparing to Observe in Real Classrooms
31
Activities Before the Observation
32
Activities During the Observation
34
Activities After the Observation
35
For More Information
35
Key Term
35
Activities
35
4
Seeing Beyond Personal Experiences and Expectations: Learning to Observe Systematically
41
Why Observe Systematically?
42
Methods for Observing and Recording
43
Method
1 :
Narrative Reports
44
Method
2:
Rating Scales
49
Method
3:
Classroom Coding Systems
53
For More Information
56
Key Terms
56
Activities
56
xii Contents
ξ
Considering the Learning Climate
59
Dimensions of Learning Climate
61
Teacher Concerns
62
A Teacher Concerns Instrument
64
Observing Teacher Concerns in the Classroom
65
Warmth and Control
68
Dimensions of Warmth and Control
70
Behavioral Signs of Warmth and Control
70
Social Environment
71
Dimensions of Social Environment
72
Observing the Social Environment of the Classroom
74
Cultural Diversity and the Learning Climate
75
For More Information
76
Key Term
76
Activities
76
^
Dimensions of Classroom Management
90
Practice Observing Classroom Management: A Dialogue
90
Reactions to the Dialogue
92
Arranging the Classroom to Meet Instructional Goals
92
Observing the Classroom Arrangement
95
Preestablishing and Communicating Classroom Rules
95
Observing Classroom Rules
97
Developing and Communicating Instructional Routines
97
Observing Instructional Routines
99
Establishing a System of Incentives and Consequences
100
Observing Incentives and Consequences
102
Using Low-Profile Classroom Management
103
Observing Low-
Pronie
Classroom Management
105
Cultural Diversity and Classroom Management
106
For More Information
108
Key Terms
108
Activities
108
7
Looking for Lesson Clarity
115
Dimensions of Lesson Clarity
116
Informing Learners of Lesson Objectives
117
Observing Lesson Objectives
118
Providing Advance Organizers
118
Observing Advance Organizers
120
Checking for Lesson-Relevant Prior Knowledge and Reteaching, if Necessary
120
Observing Lesson-Relevant Prior Knowledge and Reteaching
121
Teaching to Students Current Level of Understanding
121
Observing Level of Instruction
123
Giving Directives Clearly
124
Observing Clarity of Directives
125
Using Examples, Illustrations, and Demonstrations
127
Observing Use of Examples, Illustrations, and Demonstrations
127
Reviewing and Summarizing
128
Observing Review and Summary Techniques
129
Cultural Diversity and Lesson Clarity
129
Contents xiii
Practice
Observing Lesson Clarity: A Dialogue
130
Reactions to the Dialogue
133
For More Information
134
Key Terms
135
Activities
135
fl Verifying Instructional Variety
141
Dimensions of Instructional Variety
142
Practice Observing Instructional Variety: A Dialogue
143
Reactions to the Dialogue
145
Using Attention-Gaining Devices
145
Observing Attention-Gaining Devices
146
Showing Enthusiasm and Animation
146
Observing Enthusiasm and Animation
147
Varying Instructional Activities and Media
148
Observing the Variation in Instructional Activities and Media
148
Varying Rewards and Reinforcement
150
Observing the Use of Rewards and Reinforcement
150
Varying Types of Questions and Probes
151
Observing Types of Questions and Probes
153
Using Student Ideas
155
Observing the Use of Student Ideas
157
Cultural Diversity and Instructional Variety
157
For More Information
159
Key Terms
159
Activities
159
§
Observing Task Orientation
169
Dimensions of Task Orientation
170
Practice Observing Task Orientation: A Dialogue
170
Reactions to the Dialogue
173
Preparing Unit and Lesson Plans That Reflect the Curriculum
173
Observing Whether Unit and Lesson Plans Reflect the Curriculum
174
Performing Administrative and Clerical Tasks Efficiently
175
Observing Administrative and Clerical Tasks
177
Preventing and Correcting Misbehavior
178
Observing the Prevention and Correction of Misbehavior
180
Selecting the Most Appropriate Instructional Strategy for the Objectives Taught
180
Observing the Most Appropriate Instructional Strategy for the Objectives Taught
185
Establishing Cycles of Review, Feedback, and Testing
185
Observing Cycles of Review, Feedback, and Testing
187
Cultural Diversity and Task Orientation
187
For More Information
189
Key Terms
189
Activities
189
|Q Examining Engagement in the Learning Process
197
Dimensions of Student Engagement in the Learning Process
199
Practice Observing Student Engagement in the Learning Process: A Dialogue
199
xiv Contents
Reactions to the Dialogue
201
Eliciting the Desired Behavior
202
Observing Eliciting Activities
203
Providing Feedback and Correctives in a Noncritical Atmosphere
203
Observing Feedback and Correctives
205
Using Individual and Self-Regulated Learning Activities
206
Observing Individual and Self-Regulated Learning Activities
207
Using Meaningful Verbal Praise
207
Observing Meaningful Verbal Praise
209
Monitoring and Checking
210
Observing Monitoring and Checking
212
Cultural Diversity and Student Engagement
214
For More Information
216
Key Terms
216
Activities
216
Measuring Student Success
221
Dimensions of Student Success
223
Practice Observing Student Success: A Dialogue
223
Reactions to the Dialogue
225
Planning Unit and Lesson Content That Reflects Prior Learning
225
Observing Unit and Lesson Content That Reflects Prior Learning
227
Providing Mediated Feedback to Extend and Enhance Learning
228
Observing Mediated Feedback to Extend and Enhance Learning
231
Planning Units and Lessons at, or Slightly Above, Students Current Level of Understanding
233
Observing Instruction at, or Slightly Above, the Learners Current Level of Understanding
235
Making Transitions Between Lesson Content
235
Observing Transitions Between Lesson Content
237
Establishing Momentum That Engages Learners in the Learning Process
237
Observing Momentum
238
Cultural Diversity and Student Success
239
For More Information
241
Key Terms
241
Activities
241
|2 Looking for Higher Thought Processes and Performance Outcomes
249
Dimensions of Higher Thought Processes and Performance Outcomes
250
Practice Observing Higher Thought Processes and Performance Outcomes: A Dialogue
250
Reactions to the Dialogue
253
Using Collaborative and Group Activities
253
Observing Collaborative and Group Activities
255
Demonstrating Mental Models and Strategies for Learning
255
Observing Mental Models and Strategies for Learning
257
Arranging for Student Projects and Demonstrations
257
Observing Student Projects and Demonstrations
258
Engaging Students in Oral Performance
258
Observing Students in Oral Performance
259
Providing Opportunities for Students to Learn from Their Mistakes
260
Observing Consequential Learning Activities
261
Using Portfolios and Performance Assessments of Learning
262
Observing Portfolios and Performance Assessments
263
Contents xv
Cultural
Diversity and Performance Outcomes
264
For More Information
265
Key Terms
265
Activities
265
APPENDIX: How to Determine Percentage of Observer Agreement for a Counting Observation System
273
GLOSSARY
275
REFERENCES
279
NAME INDEX
289
SUBJECT INDEX
291
INSTRUMENT INDEX
294
JVoŕe:
Every effort has been made to provide accurate and current Internet information in this book.
However, the Internet and information posted on it are constantly changing, so it is inevitable that
some of the Internet addresses listed in this textbook will change.
|
| adam_txt |
Brief Contents
I Lenses for Observing
9
j
Making Classroom Visits
23
4
"Seeing" Beyond Personal Experiences and Expectations
41
ξ
Considering the Learning Climate
59
1
Looking for Lesson Clarity
115
g
Verifying Instructional Variety
141
§
Observing Task Orientation
169
|Q Examining Engagement in the Learning Process
197
ţi
Measuring Student Success
221
12
Looking for Higher Thought Processes and Performance Outcomes
249
APPENDIX: How to Determine Percentage of Observer Agreement for a Counting Observation System
273
GLOSSARY
275
REFERENCES
279
NAME INDEX
289
SUBJECT INDEX
291
INSTRUMENT INDEX
294
ix
LIST OF INSTRUMENTS
XVI
1
Why Observe?
1
Goal
1 :
To Achieve Empathy
4
Goal
2:
To Establish Cooperative Relationships
Goal
3:
To Become Realistic
5
Goal
4:
To Establish Direction
5
Goal
5:
To Attain Confidence
6
Goal
6:
To Express Enthusiasm
6
Goal
7:
To Become Flexible
6
Goal
8:
To Become Self-Reliant
7
A Beginning Thought
7
For More Information
7
Key Terms
7
Activities
7
2
Lenses for Observing
9
What Real Classrooms Are Like
11
Rapid Pace of Classrooms
11
Immediacy of Classrooms
11
Interruptions in Classrooms
12
Social Dynamics of Classrooms
12
Becoming Aware of Classroom Behavior: Lenses for Self-Improvement
13
To Become Aware of Your Own Behavior
14
To Discover Alternative Instructional Practices and New Solutions to
Instructional Problems
14
To Determine Your Personal Teaching Strengths
15
To Focus Your Reflections on Important Areas of Teacher Effectiveness
15
Eight Lenses for Classroom Observation
15
Lens
1:
Consider the Learning Climate
16
Lens
2:
Focus on Classroom Management
16
Lens
3:
Look for Lesson Clarity
16
Lens
4:
Verify Variety
16
Lens
5:
Observe Task Orientation
16
Lens
6:
Examine Engagement
16
Contents xl
Lens
7:
Measure Student Success
17
Lens
8:
Look for Higher Thought Processes and Performance Outcomes
17
Challenges to Observing in Classrooms
17
Sources of Influence on Observations from Outside Ourselves
18
Student Ability and Achievement
18
Classroom Characteristics
19
Participatory and Cooperative Student Behavior
19
Experience and Education of the Teacher
19
School, Grade, and Subject Matter
19
Individual and Cultural Diversity
20
Sources of Influence on Observations from Within Ourselves
20
Your Own Experiences in School
21
Recent Influences and Training
21
Who May Be Watching; Who May Find Out
21
Choosing a Useful Lens: The Need to Structure Observations
21
For More Information
22
Key Terms
22
Activities
22
■}
Making Classroom Visits
25
A Classroom Dialogue
24
Reactions from Observing Ms. Koker's Classroom
26
Observing the Learning Climate
27
Observing Classroom Management
27
Observing Lesson Clarity
28
Observing Instructional Variety
28
Observing the Teacher's Task Orientation
29
Observing Students' Engagement in the Learning Process
30
Observing Student Success
30
Observing Higher Thought Processes and Performance Outcomes
31
Preparing to Observe in Real Classrooms
31
Activities Before the Observation
32
Activities During the Observation
34
Activities After the Observation
35
For More Information
35
Key Term
35
Activities
35
4
"Seeing" Beyond Personal Experiences and Expectations: Learning to Observe Systematically
41
Why Observe Systematically?
42
Methods for Observing and Recording
43
Method
1 :
Narrative Reports
44
Method
2:
Rating Scales
49
Method
3:
Classroom Coding Systems
53
For More Information
56
Key Terms
56
Activities
56
xii Contents
ξ
Considering the Learning Climate
59
Dimensions of Learning Climate
61
Teacher Concerns
62
A Teacher Concerns Instrument
64
Observing Teacher Concerns in the Classroom
65
Warmth and Control
68
Dimensions of Warmth and Control
70
Behavioral Signs of Warmth and Control
70
Social Environment
71
Dimensions of Social Environment
72
Observing the Social Environment of the Classroom
74
Cultural Diversity and the Learning Climate
75
For More Information
76
Key Term
76
Activities
76
^
Dimensions of Classroom Management
90
Practice Observing Classroom Management: A Dialogue
90
Reactions to the Dialogue
92
Arranging the Classroom to Meet Instructional Goals
92
Observing the Classroom Arrangement
95
Preestablishing and Communicating Classroom Rules
95
Observing Classroom Rules
97
Developing and Communicating Instructional Routines
97
Observing Instructional Routines
99
Establishing a System of Incentives and Consequences
100
Observing Incentives and Consequences
102
Using Low-Profile Classroom Management
103
Observing Low-
Pronie
Classroom Management
105
Cultural Diversity and Classroom Management
106
For More Information
108
Key Terms
108
Activities
108
7
Looking for Lesson Clarity
115
Dimensions of Lesson Clarity
116
Informing Learners of Lesson Objectives
117
Observing Lesson Objectives
118
Providing Advance Organizers
118
Observing Advance Organizers
120
Checking for Lesson-Relevant Prior Knowledge and Reteaching, if Necessary
120
Observing Lesson-Relevant Prior Knowledge and Reteaching
121
Teaching to Students' Current Level of Understanding
121
Observing Level of Instruction
123
Giving Directives Clearly
124
Observing Clarity of Directives
125
Using Examples, Illustrations, and Demonstrations
127
Observing Use of Examples, Illustrations, and Demonstrations
127
Reviewing and Summarizing
128
Observing Review and Summary Techniques
129
Cultural Diversity and Lesson Clarity
129
Contents xiii
Practice
Observing Lesson Clarity: A Dialogue
130
Reactions to the Dialogue
133
For More Information
134
Key Terms
135
Activities
135
fl Verifying Instructional Variety
141
Dimensions of Instructional Variety
142
Practice Observing Instructional Variety: A Dialogue
143
Reactions to the Dialogue
145
Using Attention-Gaining Devices
145
Observing Attention-Gaining Devices
146
Showing Enthusiasm and Animation
146
Observing Enthusiasm and Animation
147
Varying Instructional Activities and Media
148
Observing the Variation in Instructional Activities and Media
148
Varying Rewards and Reinforcement
150
Observing the Use of Rewards and Reinforcement
150
Varying Types of Questions and Probes
151
Observing Types of Questions and Probes
153
Using Student Ideas
155
Observing the Use of Student Ideas
157
Cultural Diversity and Instructional Variety
157
For More Information
159
Key Terms
159
Activities
159
§
Observing Task Orientation
169
Dimensions of Task Orientation
170
Practice Observing Task Orientation: A Dialogue
170
Reactions to the Dialogue
173
Preparing Unit and Lesson Plans That Reflect the Curriculum
173
Observing Whether Unit and Lesson Plans Reflect the Curriculum
174
Performing Administrative and Clerical Tasks Efficiently
175
Observing Administrative and Clerical Tasks
177
Preventing and Correcting Misbehavior
178
Observing the Prevention and Correction of Misbehavior
180
Selecting the Most Appropriate Instructional Strategy for the Objectives Taught
180
Observing the Most Appropriate Instructional Strategy for the Objectives Taught
185
Establishing Cycles of Review, Feedback, and Testing
185
Observing Cycles of Review, Feedback, and Testing
187
Cultural Diversity and Task Orientation
187
For More Information
189
Key Terms
189
Activities
189
|Q Examining Engagement in the Learning Process
197
Dimensions of Student Engagement in the Learning Process
199
Practice Observing Student Engagement in the Learning Process: A Dialogue
199
xiv Contents
Reactions to the Dialogue
201
Eliciting the Desired Behavior
202
Observing Eliciting Activities
203
Providing Feedback and Correctives in a Noncritical Atmosphere
203
Observing Feedback and Correctives
205
Using Individual and Self-Regulated Learning Activities
206
Observing Individual and Self-Regulated Learning Activities
207
Using Meaningful Verbal Praise
207
Observing Meaningful Verbal Praise
209
Monitoring and Checking
210
Observing Monitoring and Checking
212
Cultural Diversity and Student Engagement
214
For More Information
216
Key Terms
216
Activities
216
Measuring Student Success
221
Dimensions of Student Success
223
Practice Observing Student Success: A Dialogue
223
Reactions to the Dialogue
225
Planning Unit and Lesson Content That Reflects Prior Learning
225
Observing Unit and Lesson Content That Reflects Prior Learning
227
Providing Mediated Feedback to Extend and Enhance Learning
228
Observing Mediated Feedback to Extend and Enhance Learning
231
Planning Units and Lessons at, or Slightly Above, Students' Current Level of Understanding
233
Observing Instruction at, or Slightly Above, the Learners' Current Level of Understanding
235
Making Transitions Between Lesson Content
235
Observing Transitions Between Lesson Content
237
Establishing Momentum That Engages Learners in the Learning Process
237
Observing Momentum
238
Cultural Diversity and Student Success
239
For More Information
241
Key Terms
241
Activities
241
|2 Looking for Higher Thought Processes and Performance Outcomes
249
Dimensions of Higher Thought Processes and Performance Outcomes
250
Practice Observing Higher Thought Processes and Performance Outcomes: A Dialogue
250
Reactions to the Dialogue
253
Using Collaborative and Group Activities
253
Observing Collaborative and Group Activities
255
Demonstrating Mental Models and Strategies for Learning
255
Observing Mental Models and Strategies for Learning
257
Arranging for Student Projects and Demonstrations
257
Observing Student Projects and Demonstrations
258
Engaging Students in Oral Performance
258
Observing Students in Oral Performance
259
Providing Opportunities for Students to Learn from Their Mistakes
260
Observing Consequential Learning Activities
261
Using Portfolios and Performance Assessments of Learning
262
Observing Portfolios and Performance Assessments
263
Contents xv
Cultural
Diversity and Performance Outcomes
264
For More Information
265
Key Terms
265
Activities
265
APPENDIX: How to Determine Percentage of Observer Agreement for a Counting Observation System
273
GLOSSARY
275
REFERENCES
279
NAME INDEX
289
SUBJECT INDEX
291
INSTRUMENT INDEX
294
JVoŕe:
Every effort has been made to provide accurate and current Internet information in this book.
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| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Borich, Gary D. 1942- |
| author_GND | (DE-588)138122075 |
| author_facet | Borich, Gary D. 1942- |
| author_role | aut |
| author_sort | Borich, Gary D. 1942- |
| author_variant | g d b gd gdb |
| building | Verbundindex |
| bvnumber | BV022871216 |
| callnumber-first | L - Education |
| callnumber-label | LB1027 |
| callnumber-raw | LB1027.28 |
| callnumber-search | LB1027.28 |
| callnumber-sort | LB 41027.28 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 1620 DP 1740 |
| ctrlnum | (OCoLC)71507270 (DE-599)DNB 2006030366 |
| dewey-full | 371.102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102 |
| dewey-search | 371.102 |
| dewey-sort | 3371.102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 5. ed. |
| format | Book |
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| id | DE-604.BV022871216 |
| illustrated | Illustrated |
| index_date | 2024-07-02T18:47:18Z |
| indexdate | 2024-07-09T21:07:24Z |
| institution | BVB |
| isbn | 0132229005 9780132229005 |
| language | English |
| lccn | 2006030366 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016076310 |
| oclc_num | 71507270 |
| open_access_boolean | |
| owner | DE-29 DE-473 DE-BY-UBG DE-20 DE-19 DE-BY-UBM |
| owner_facet | DE-29 DE-473 DE-BY-UBG DE-20 DE-19 DE-BY-UBM |
| physical | XVII, 294 S. Ill. 28 cm |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Pearson Merrill Prentice Hall |
| record_format | marc |
| spelling | Borich, Gary D. 1942- Verfasser (DE-588)138122075 aut Observation skills for effective teaching Gary D. Borich with contributions by Debra Bayles Martin 5. ed. Upper Saddle River, N.J. Pearson Merrill Prentice Hall 2008 XVII, 294 S. Ill. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 279-288) and indexes Enseignement efficace Observation (Méthode d'enseignement) Observation (Educational method) Effective teaching Beobachtung (DE-588)4005560-7 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Schülerbeobachtung (DE-588)4180034-5 gnd rswk-swf Unterrichtsforschung (DE-588)4135175-7 gnd rswk-swf Unterrichtserfolg (DE-588)4187076-1 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 s Unterrichtserfolg (DE-588)4187076-1 s DE-604 Unterrichtsforschung (DE-588)4135175-7 s Beobachtung (DE-588)4005560-7 s 1\p DE-604 Schülerbeobachtung (DE-588)4180034-5 s 2\p DE-604 Martin, Debra Bayles Sonstige oth http://www.loc.gov/catdir/toc/ecip071/2006030366.html Table of contents only Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016076310&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Borich, Gary D. 1942- Observation skills for effective teaching Enseignement efficace Observation (Méthode d'enseignement) Observation (Educational method) Effective teaching Beobachtung (DE-588)4005560-7 gnd Unterrichtsführung (DE-588)4187078-5 gnd Schülerbeobachtung (DE-588)4180034-5 gnd Unterrichtsforschung (DE-588)4135175-7 gnd Unterrichtserfolg (DE-588)4187076-1 gnd |
| subject_GND | (DE-588)4005560-7 (DE-588)4187078-5 (DE-588)4180034-5 (DE-588)4135175-7 (DE-588)4187076-1 |
| title | Observation skills for effective teaching |
| title_auth | Observation skills for effective teaching |
| title_exact_search | Observation skills for effective teaching |
| title_exact_search_txtP | Observation skills for effective teaching |
| title_full | Observation skills for effective teaching Gary D. Borich with contributions by Debra Bayles Martin |
| title_fullStr | Observation skills for effective teaching Gary D. Borich with contributions by Debra Bayles Martin |
| title_full_unstemmed | Observation skills for effective teaching Gary D. Borich with contributions by Debra Bayles Martin |
| title_short | Observation skills for effective teaching |
| title_sort | observation skills for effective teaching |
| topic | Enseignement efficace Observation (Méthode d'enseignement) Observation (Educational method) Effective teaching Beobachtung (DE-588)4005560-7 gnd Unterrichtsführung (DE-588)4187078-5 gnd Schülerbeobachtung (DE-588)4180034-5 gnd Unterrichtsforschung (DE-588)4135175-7 gnd Unterrichtserfolg (DE-588)4187076-1 gnd |
| topic_facet | Enseignement efficace Observation (Méthode d'enseignement) Observation (Educational method) Effective teaching Beobachtung Unterrichtsführung Schülerbeobachtung Unterrichtsforschung Unterrichtserfolg |
| url | http://www.loc.gov/catdir/toc/ecip071/2006030366.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016076310&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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