Teaching in K-12 schools: a reflective action approach
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Allyn & Bacon
2011
|
| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XX, 280 S. Ill. |
| ISBN: | 9780137047055 0137047053 |
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| 250 | |a 5. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Allyn & Bacon |c 2011 | |
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Thought and thinking | |
| 650 | 4 | |a Educational tests and measurements | |
| 650 | 4 | |a Lesson planning | |
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Datensatz im Suchindex
| _version_ | 1804141224742879232 |
|---|---|
| adam_text | CONTENTS PREFACE XV ABOUT THE AUTHORS XIX CHAPTER 1 REFLECTIVE ACTION IN
TEACHING 1 DEFINITIONS OF REFLECTIVE THINKING AND ACTION 3 REFLECTIVE
ACTION BUILDS ON WITHITNESS 4 WITHITNESS 5 REFLECTIVEACTION AS LT
RELATES TO WITHITNESS 6 STANDARDS THAT APPLY TO REFLECTIVE ACTION IN
TEACHING 7 NATIONAL STANDARDS 7 REFLECTING ON YOUR ETHICS AND PRINDPLES
7 A GRAPHIC MODEL OF REFLECTIVE ACTION IN TEACHING 9 COMMUNICATING WITH
PARENTS 13 GUIDED GROUP EXPLORATION 14 REFLECTIVE ACTION ACTIVITY FOR
YOUR PROFESSIONAL PORTFOLLO 15 REFERENCES 15 CHAPTER 2 CREATING A SAFE,
HEALTHY, AND HAPPY CLASSROOM 17 THE FIRST WEEK OF SCHOOL 18 OIANA S
REFLECTIVE PROCESS 19 PRACTICAL CLASSROOM MANAGEMENT STRATEGIES 21
CONNECTEDNESS 21 STRATEGIES TO MEET STUDENTS NEEDS 22 ORGANIZATION
STRATEGIES 23 PLANNING FOR THE FIRST DAY OF SCHOOL 25 TEACHER BODY
LANGUAGE 29 ESTABLISHING RULES AND CONSEQUENCES 30 USING POSITIVE
CONSEQUENCESAND REWARDS 31 REFLECTIVE ACTION CASE STUDY 32 CLASSROOM
MEETINGS 33 ISSUES IN CLASSROOM MANAGEMENT 34 ECONOMIC AND SODAL
DIFFERENCES MAY CAUSE VARIED EXPECTATIONS OF STUDENTS 34 CHEATING BY
STUDENTS AND TEACHERS 36 ESTABLISHING TWO-WAY COMMUNICATION WITH PARENTS
36 CONFRONTING SCHOOL BULLIES 37 TEACHING STUDENTS HOW TO
RESOLVECONFLICTS 38 REFLECTIVE ACTION CASE STUDY 39 SCHEDULING TIME FOR
ACTIVE LEARNING 40 DAILY AND WEEKLY SCHEDULES 40 PLANNING TIME 41
COMMUNICATING WITH PARENTS 42 GUIDED GROUP EXPLORATION 42 REFLECTIVE
ACTIO ACTIVITY FOR YOUR PROFESSIONAL PORTFOLIO 45 REFERENCES 46 IX X
CONTENTS CHAPTER 3 LESSON PLANNING AND SEQUENCING 48 CLARIFYING
EDUCATIONAL GOALS AND OUTCOMES 49 WRITING USEFUL AND APPROPRIATE OUTCOME
STATEMENTS 50 WRITING OBJECTIVES TO FIT GOALS AND OUTCOME STATEMENTS 52
EDUCATIONAL OBJECTIVES 52 PLANNING FAR HIGHER-LEVEL THINKING 54 PLANNING
LESSONS FOR ACTIVE LEARNING 56 PLANNING ASSESSMENTS THAT FIT YOUR
LESSON S OBJECTIVES 57 PREDICTING POSSIBLE OUTCOMES OFYOUR LESSON PLANS
59 VARYING OBJECTIVES FOR STUDENTS WITH SPECIAL NEEDS 59 WRITING A
WELL-ORGANIZED LESSON PLAN 60 A LESSON PLAN MODEL 61 SEQUENCING
OBJECTIVES IN SCHOOL SUBJECTS 63 SEQUENCING OBJECTIVES IN MATHEMATICS 63
SEQUENCING OBJECTIVES IN LANGUAGE ARTS 64 SEQUENCING OBJECTIVES IN
SCIENCE 66 SEQUENCING OBJECTIVES IN SOCIAL STUDIES 66 SAMPIE LESSON
PLANS 67 SAMPIE FIRST-GRADE WRITING LESSON PLAN 67 SAMPIE SCIENCE LESSON
PLAN 71 LONG-TERM CURRICULUM PLANNING 71 AN EXAMPLE OF AMIDDIE SCHOOL
PLAN FOR MATHEMATICS 71 MIDDLE SCHOOL GENERAL MATHEMATICS COURSE 72
COLLABORATIVE LONG- TERM PLANNING 72 HIGH SCHAOL TEACHERSCOLLABARATE IN
LONG-TERM PLANNING 72 COMMUNICATING WITH PARENTS 73 PLAYING CATCH UP 74
GUIDED GROUP EXPLORATION 75 REFLECTIVE ACTION ACTIVITY FOR YOUR
PROFESSIONAL PORTFOLIO 77 REFERENCES 78 CHAPTER 4 PLANNING CURRICULUM
UNITS 79 PLANNING CURRICULUM UNITS 79 DIANE LEONARD S FIRST 3 MONTHS AT
SCHOOL 80 HOW SCHOOL CURRICULA ARE PLANNED 82 NATIONAL STANDARDS AND
FEDERAL MANDATES 82 STATE STANDARDS ARE THE BASIS FOR CURRICULUM
PLANNING 83 OTHER INTLUENCES THAT AFFECT CURRICULUM DEVELOPMENT 83
EVALUATION AND USE OFTEXTBOOKS 84 PLANNING THEMATIC UNITS TO FIT YOUR
CURRICULUM 85 DECIDING ON UNIT TAPICS 86 CREATING A CURRICULUM UNIT
USING RETLECTIVE ACTIONS 86 CONSIDERING ALTERNATE PLANS 88 PUTTING THE
PLAN INTO ACTION AND GETTING STUDENT FEEDBACK 88 SEQUENCING LEARNING
EXPERIENCES 89 DESIGNING THE CURRICULUM TO RETLECT MULTICULTURAL VALUES
90 PLANNING CURRICULUM FOR A MULTICULTURAL, BILINGUAL CLASSROAM 91
TIMELINES THAT FIT YOUR GOALS AND OUTCOME STATEMENTS 92 COLLABORATIVE
LONG-TERM PLANNING 94 EXAMPLES OF THEMATIC UNITS 94 A MULTIDISCIPLINARY
PRIMARY UNIT 95 FOURTH-GRADE SACIAL STUDIESLLITERATURE UNIT 97 AMIDDIE
SCHOOL MATHEMATICS UNIT 99 A SCIENCE UNIT AT YELLOWSTONE NATIONAL PARK
100 COMMUNICATING WITH PARENTS 103 PLAYING CATCH UP 103 GUIDED GROUP
EXPLORATION 104 REFLECTTVE ACTION ACTNITY FOR YOUR PROFESSIONAL
PORTFOLIO 105 REFERENCES 105 CHAPTER 5 ASSESSING AND MEETING STUDENTS
DIVERSE NEEDS 107 LANGUAGE ACQUISITION AND THE CLASSROOM TEACHER 108
LANGUAGE SCAFFOLDING 108 THE STAGES IN LANGUAGE ACQUISITION 110 OPTIMAL
LEVELS OF INSTRUCTION 110 FIVE FACTORS IN MEETING THE NEEDS OF DIVERSE
STUDENTS 111 THE FORGOTTEN MINORITY 113 INTERACTIVE GOAL SETTING 113
BUILDING SELF-ESTEEM AND INTRINSIC MOTIVATION 114 THE ENHANCING EFFECTS
OF SUCCESS 115 CLASSROOMS AS COMMUNITIES 115 REFORMING SCHOOLS TO
PROVIDE MULTIEULTURAL EQUITY 117 USING ASSESSMENT DEVICES TO IDENTIFY
STUDENT NEEDS 118 INTERPRETING DATA FROM STUDENTS CUMULATIVE FILES 120
AVOID LABELING STUDENTS 121 AUTHENTIE ASSESSMENTS FOR A DIVERSE STUDENT
BODY 122 USING PRETESTS TO DIAGNOSE STUDENT NEEDS 123 PLACEMENT AND
GROUPING DECISIONS 123 PERFORMANCE SAMPLING 124 COMMUNICATING WITH
PARENTS 124 PLAYING CATCH UP 125 GUIDED GROUP EXPLORATION 126 REFLECTIVE
ACTION ACTIVITY FOR YOUR PROFESSIONAL PORTFOLIO 127 REFERENCES 127
CHAPTER 6 ESTABLISHING A BASIS FOR ACTIVE, AUTHENTIC LEARNING 129
RETRIEVAL PROCESS 130 SCHEMA THEORY 130 ADVANCE ORGANIZERS 131
DIFFERENTIATED INSTRUCTIONAL STRATEGIES 132 PRESENTATION SKILLS THAT
INCREASE CLARITY AND MOTIVATION 135 GETTING STUDENTS ATTENTION 135
ENTHUSIASM 136 CLARITY 136 SMOOTH TRANSITIONS 137 TIMING 138 VARIATION
139 INTERACTION 139 ACTIVE, AUTHENTIE LEARNING EXPERIENCES 139 CLOSURE
140 SYSTEMATIC CLASSROOM INSTRUCTION 141 DIRECT INSTRUCTION OF NEW
KNOWLEDGE AND SKILLS 141 TEACHERMODELING AND DEMONSTRATION 143
STRUCTURING TASKSFOR SUCCESS 143 CONTENTS XI XII CONTENTS MATCHING
LEARNING STYLES AND TEACHING STYLES 144 LEARNING EXPERIENCES DESIGNED
FOR MULTIPLE INTELLIGENCES 145 COMMUNICATING WITH PARENTS 147 GUIDED
GROUP EXPLORATION 147 REFLECTIVE ACTION ACTIVITI FOR YOUR PROFESSIONAL
PORTFOLLO 148 REFERENCES 148 CHAPTER 7 TEAEHING STRATEGIES THAT INEREASE
AUTHENTIE LEARNING 150 EXAMPLES OF TEACHING STRATEGIES IN ACTION 152
DISCOVERY LEARNING 152 INQUIRY TRAINING 153 ROLE PLAYING 154
STORYTELLING 155 SIMULATION 156 MASTERY LEARNING 157 CONTRACTS FOR
INDEPENDENT LEARNING 157 GROUP ROTATIONS USING LEARNING CENTERS 159
REFLECTIVE ACTION CASE STUDY 160 COOPERATIVE LEARNING STRATEGIES 161
LEARNING TEAMS ENHANCE ACHIEVEMENT 163 COOPERATIVE LEARNING OF THE BASIC
SKILLS 163 COOPERATIVE LEARNING IN SCIENCE 164 LITERATURE CIRCLES 165
PEACEMAKING GROUPS 166 CREATING WELL-BALANCED COOPERATIVE GROUPS 166 THE
EFFECTS OF COOPERATIVE LEARNING 167 COMMUNICATING WITH PARENTS 168
GUIDED GROUP EXPLORATION 169 REFLECTIVE ACTION ACTIVITI FOR YOUR
PROFESSIONAL PORTFOLIO 169 REFERENCES 169 CHAPTER 8 ENGAGING STUDENTS IN
CLASSROOM DISCUSSIONS 170 ASKING QUESTIONS THAT STIMULATE HIGHER-LEVEL
THINKING 171 STRATEGIES FAR INTERACTIVE DISCUSSIONS 174 PROBLEM-SOLVING
DISCUSSIONS 175 GROUP INVESTIGATIONS 176 DISCUSSIONS THAT PROMOTE
CRITICAL THINKING 177 DISCUSSIONS THAT IMPROVE OBSERVATION SKILLS 178
DISCUSSIONS THAT ENHANCE COMPARISON SKILLS 178 DISCUSSIONS THAT GUIDE
CLASSIFICATION SKILLS 178 DISCUSSIONS THAT IDENTITY ASSUMPTIONS 178
SOCRATIC DIALOGUES 179 DISCUSSIONS THAT ENHANCE CREATIVE THINKING 179
DISCUSSIONS THAT ENCOURAGE IMAGINATION AND INVENTIVENESS 180 PREWRITING
DISCUSSIONS 180 DISCUSSIONS THAT ADDRESS MULTIPLE INTELLIGENCES 181 ROLE
OF THE TEACHER IN LEADING DISCUSSIONS 182 COMMUNICATION WITH PARENTS 184
GUIDED GROUP EXPLORATION 184 REFLECTIVE ACTIO ACTIVITI FOR YOUR
PROFESSIONAL PORTFOLIO 185 REFERENCES 185 CONTENTS CHAPTER 9 BALANCING
STANDARDS AND CREATIVE ACTIVITIES: THE IMPORTANCE OF THE ARTS 187
ENCOURAGE CREATIVITY-PROVIDE MATERIALS 189 MATERIALS FROM HORNES 189
MATERIALS FROM MERCHANTS 189 OTHER SOURCES OF MATERIALS 189 SETTING A
CREATIVE TONE 190 CREATIVE ATMOSPHERE 190 HOW TO ENCOURAGE CREATIVITY IN
STUDENTS 191 THE SELF-FULFILLING PROPHECY 192 STEREOTYPES STIFTE
CREATIVITY 193 WAYS TO DEMONSTRATE VALUING CREATIVITY 194 CORE ATTITUDES
IN CREATIVE THOUGHT 194 CREATIVITY IN THE LANGUAGE ARTS 196 EMAIL
STORIES 197 CREATIVE ACTIVITIES IN MATHEMATICS 197 CREATIVE ACTIVITIES
IN SOCIAL SCIENCES 199 CREATIVE ACTIVITIES IN SCIENCE 199 CREATIVE
ACTIVITIES IN THE VISUAL AND PERFORMING ARTS 201 HUMOR AND CREATIVITY
201 STYLES OF HUMOR-ORIENTED TEACHING 201 CREATIVITY TRAINING 202
COMMUNICATING WITH PARENTS 203 PLAYING CATCH UP 204 GUIDED GROUP
EXPLORATION 204 REFLECTIVE ACTION ACTIVITYFOR YOUR PROFESSIONAL
PORTFOLIO 205 REFERENCES 205 CHAPTER 10 ASSESSING AND REPORTING STUDENT
ACCOMPLISHMENTS 207 EFFECTIVE WAYS OF USING ASSESSMENT 208 LOOKING FOR
IMPORTANT PATTERNS IN THE DATA 208 IMPROVING TEACHING STRATEGIES 209 THE
PURPOSES AND APPROACHES USED FOR PRIORITIZING INSTRUCTION BASED ON THE
DATA 209 HOW TEACHERS SELECT AND USE ASSESSMENT PROCEDURES 210 INFORMAL
OBSERVATIONS 210 PERFORMANCE TASKS TO SHOW MASTERY OF OBJECTIVES 211
CRITERION-REFERENCED QUIZZES AND TESTS 212 MASTERY LEARNING ASSESSMENT
213 ESSAYS EVALUATED WITH RUBRIC GUIDELINES 214 ORAL REPORTS AND
EXAMINATIONS 216 DESIGNING AUTHENTIE ASSESSMENT TASKS 216 RUBRICS,
CHECKLISTS, AND RATING SCALES 217 LEARNING CONTRACTS 220 PORTFOLIOS OF
STUDENT PRODUCTS 220 REFTECTIVE ACTION CASE STUDY 222 VIDEO RECORDS 224
GRADING COOPERATIVE GROUP PROJECTS AND PRODUCTS 224 REPORTING STUDENT
ACCOMPLISHMENTS 225 ELECTRONIC MANAGEMENT SYSTEMS 226 COMPUTATION OF
GRADES 226 WRITING ANECDOTAL RECORDS 227 INVOLVING STUDENTS IN
EVALUATION PROCEDURES 228 XIII XIV CONTENTS COMMUNICATING WITH PARENTS
229 PLAYING CATCH UP 230 GUIDED GROUP EXPLORATION 230 REFLECTIVE ACTION
ACTIVILY FOR YOUR PROFESSIONAL PORTFOLIO 231 REFERENCES 231 CHAPTER 11
INTEGRATING TECHNOLOGY INTO THE CURRICULUM 232 PREPARING STUDENTS TO
THRIVE IN A HIGH-TECH WORID 232 USING TECHNOLOGY TO TRACK HOW TEACHERS
MEET STATE STANDARDS 233 REASONS TO INCORPORATE TECHNOLOGY INTO YOUR
CURRICULUM 234 MANAGING YOUR CLASSROOM WITH (AND FOR) TECHNOLOGY 235
ENHANCING YOUR INSTRUCTIONAL STRATEGIES WITH PRODUCTIVITY SOFTWARE 237
WORD-PROCESSING PROGRAMS 237 PRESENTATION SOFTWARE 238 DATA MANIPULATION
238 EXTENDING CLASSROOM EXPERIENCES BEYOND THE CLASSROOM 239
COMPUTER-ASSISTED RESEARCH PROJECTS 240 COMPUTER LITERACY PROGRAM AT
BEARDSLEY SCHOOL 241 REFLECTIVE ACTION CASE STUDY 243 TRACKING THE
RETURN OF SPRING ON THE INTERNET 245 THE ADVANTAGES OFTEACHER-TO-TEACHER
NETWORKING 246 COMMUNICATING WITH PARENTS 247 PLAYING CATCH UP 247
GUIDED GROUP EXPLORATION 248 REFLECTIVE ACTION ACTIVILY FOR YOUR
PROFESSIO AL PORTFOLIO 249 REFERENCES 249 CHAPTER 12 REFLECTING ON
TEACHING AND THE SCHOOL COMMUNITY 250 NO CHILD LEFT BEHIND 251 THE
BASICS OF ENRICHMENT PLANNING 253 TWO-WAY COMMUNICATION WITH PARENTS 254
FALL OPEN HOUSE 255 PARENT- TEACHER CONFERENCES 255 TALKING TO PARENTS
ABOUT UNDERACHIEVEMENT 257 THROUGH THE EYES OF PARENTS 261 TEACHING AND
LEARNING IN A MULTICUITURAL COMMUNITY 261 VISITS TO STUDENTS HOMES 262
NEWSLETTERS AND NOTES 263 TELEPHONE CALLS 263 SPRING OPEN HOUSE AND
OTHER SPECIAL EVENTS 264 COMMUNITY INVOLVEMENT IN CLASSROOM ACTIVITIES
265 PARENTS AS VOLUNTEERS 265 COMMUNITY RESOURCES 266 CHARACTER AND
MORAL EDUCATION PROGRAMS 267 TEACHERS MENTORING AND COACHING ONE ANOTHER
268 INTERACTING WITH COILEAGUES IN CREATING PROFESSIONAL PORTFOLIOS 269
THE POWERFUL IMPACT A TEACHER CAN HAVE 270 PLAYING CATCH UP 272 GUIDED
GROUP EXPLORATION 272 REFLECTIVE ACTIO ACTIVILY FOR YOUR PROFESSIONAL
PORTFOLIO 273 REFERENCES 273 NAME INDEX SUBJECT INDEX 275 277
|
| any_adam_object | 1 |
| author | Eby, Judy W. Herrell, Adrienne L. Jordan, Michael |
| author_facet | Eby, Judy W. Herrell, Adrienne L. Jordan, Michael |
| author_role | aut aut aut |
| author_sort | Eby, Judy W. |
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| callnumber-label | LB1025 |
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| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 1740 |
| ctrlnum | (OCoLC)464594476 (DE-599)BVBBV036119080 |
| 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 |
| edition | 5. ed. |
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| id | DE-604.BV036119080 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:12:28Z |
| institution | BVB |
| isbn | 9780137047055 0137047053 |
| language | English |
| lccn | 2009050094 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-019009103 |
| oclc_num | 464594476 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XX, 280 S. Ill. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Allyn & Bacon |
| record_format | marc |
| spelling | Eby, Judy W. Verfasser aut Teaching in K-12 schools a reflective action approach Judy Eby, Adrienne Herrell, Michael Jordan 5. ed. Boston ; Munich [u.a.] Allyn & Bacon 2011 XX, 280 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Effective teaching Thought and thinking Educational tests and measurements Lesson planning Unterrichtsforschung (DE-588)4135175-7 gnd rswk-swf Leistungsmessung (DE-588)4167290-2 gnd rswk-swf Unterrichtsplanung (DE-588)4117301-6 gnd rswk-swf Unterrichtsplanung (DE-588)4117301-6 s DE-604 Unterrichtsforschung (DE-588)4135175-7 s Leistungsmessung (DE-588)4167290-2 s 1\p DE-604 Herrell, Adrienne L. Verfasser aut Jordan, Michael Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019009103&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 |
| spellingShingle | Eby, Judy W. Herrell, Adrienne L. Jordan, Michael Teaching in K-12 schools a reflective action approach Effective teaching Thought and thinking Educational tests and measurements Lesson planning Unterrichtsforschung (DE-588)4135175-7 gnd Leistungsmessung (DE-588)4167290-2 gnd Unterrichtsplanung (DE-588)4117301-6 gnd |
| subject_GND | (DE-588)4135175-7 (DE-588)4167290-2 (DE-588)4117301-6 |
| title | Teaching in K-12 schools a reflective action approach |
| title_auth | Teaching in K-12 schools a reflective action approach |
| title_exact_search | Teaching in K-12 schools a reflective action approach |
| title_full | Teaching in K-12 schools a reflective action approach Judy Eby, Adrienne Herrell, Michael Jordan |
| title_fullStr | Teaching in K-12 schools a reflective action approach Judy Eby, Adrienne Herrell, Michael Jordan |
| title_full_unstemmed | Teaching in K-12 schools a reflective action approach Judy Eby, Adrienne Herrell, Michael Jordan |
| title_short | Teaching in K-12 schools |
| title_sort | teaching in k 12 schools a reflective action approach |
| title_sub | a reflective action approach |
| topic | Effective teaching Thought and thinking Educational tests and measurements Lesson planning Unterrichtsforschung (DE-588)4135175-7 gnd Leistungsmessung (DE-588)4167290-2 gnd Unterrichtsplanung (DE-588)4117301-6 gnd |
| topic_facet | Effective teaching Thought and thinking Educational tests and measurements Lesson planning Unterrichtsforschung Leistungsmessung Unterrichtsplanung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019009103&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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