Leadership [for] teacher learning: creating a culture where all teachers improve so that all students succeed
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
West Palm Beach, Fla.
Learning SciencesInternational
[2016]
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | x, 277 Seiten Illustrationen 26 cm |
| ISBN: | 9781941112595 9781941112267 1941112269 |
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Datensatz im Suchindex
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| adam_text | Table of Contents Acknowledgments............................................................................. vii About the Author................................................................................ ix Introduction......................................................................................... 1 Chapter 1 Why We Need to Raise Student Achievement, What’s Been Tried, and Why It Hasn’t Worked........... 7 Why We Need to Raise Achievement........................................................................ 7 The Changing Nature of Work.................................................................................8 What’s Been Tried..................................................................................................... 20 The Danger of Trying to Copy Others.................................................................... 21 Chapter 2 Teacher Quality: Why It Matters, What It Is, and How to Get More of It..................................................... 29 Teacher Quality Versus Teaching Quality............................................................... 30 Improving Teacher Quality........................................................................................35 Conclusion.................................................................................................................. 62 Chapter 3 Learning From Research................................................. бз Lesson Study................................................................................................................ 66 Educational
Neuroscience......................................................................................... 69 Systematic Reviews of Research................................................................................ 71 Conclusion................................................................................................................. 98
LEADERSHIP FOR TEACHER LEARNING vi Chapter 4 Formative Assessment 99 The Origins of Formative Assessment.................................................................... 101 The Definition of Formative Assessment............................................................... Formative Assessment and Self-Regulated Learning........................................... 110 The Evidence for Formative Assessment................................................................ ^ ’ Approaches to Formative Assessment....................................................................^θ Relationships With Other Policy Priorities............................................................126 Chapter 5 Expertise, in Teaching and Elsewhere 135 Research on Expertise.............................................................................................. ^6 Expertise in Teaching................................................................................................ 151 Returns to Teaching Experience.............................................................................. 158 Conclusion................................................................................................................ 161 Chapter 6 Teacher Learning............................................................... 163 Content, Then Process............................................................................................. 164 Changing Teacher Habits........................................................................................185 Switch and Classroom
Practice............................................................................. 200 Conclusion......................................... 205 Chapter 7 Implementation................................................................ 207 An Overnight Success—in Twenty Years............................................................... 208 Getting With the Program..................................................................................... 212 A Case Study in One District................................................................................. 213 How Will We Know If It’s Working?..................................................................... 219 Taking People With You......................................................................................... 228 Managing Setbacks and Disappointments........................................................... 231 The Formative Evaluation of Teaching................................................................. 235 Conclusion........................................................................ Closing Thoughts............................................................................... 239 լ References.......................................................... 243 Index 273
The United States workforce will change significantly in the coming decades. Today s students need teachers to prepare them to thrive in a constantly changing world. In turn, teachers need leadership that encourages them to grow in their practice. Leadership for Teacher Learning explores the correlation between teacher quality and student achievement. Drawing from evidence-based research find ings, distinguished author and leading formative assessment authority Dylan Wiliam clearly and concisely explains how formative assessment, when applied properly, helps to create a structured and rigorous learning environment that increases student achievement. He also presents compelling research to give readers a clear picture of: • Which changes in classroom practice are most likely to impact student achievement • Formative assessment s use in differentiated instruction (DI) and response to intervention (RTI) • How to select and support group leaders to ensure productive collaboration • Strategies to integrate formative assessment into teacher evaluation Tackling many of the toughest questions faced by school and district leadership, Wiliam discusses why efforts to change classroom practice have been relatively unsuccessful—and explores specific classroom tactics that do tend to raise student achievement, illustrating how significantly a teacher s work impacts student learning.
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| adam_txt |
Table of Contents Acknowledgments. vii About the Author. ix Introduction. 1 Chapter 1 Why We Need to Raise Student Achievement, What’s Been Tried, and Why It Hasn’t Worked. 7 Why We Need to Raise Achievement. 7 The Changing Nature of Work.8 What’s Been Tried. 20 The Danger of Trying to Copy Others. 21 Chapter 2 Teacher Quality: Why It Matters, What It Is, and How to Get More of It. 29 Teacher Quality Versus Teaching Quality. 30 Improving Teacher Quality.35 Conclusion. 62 Chapter 3 Learning From Research. бз Lesson Study. 66 Educational
Neuroscience. 69 Systematic Reviews of Research. 71 Conclusion. 98
LEADERSHIP FOR TEACHER LEARNING vi Chapter 4 Formative Assessment 99 The Origins of Formative Assessment. 101 The Definition of Formative Assessment. Formative Assessment and Self-Regulated Learning. 110 The Evidence for Formative Assessment. ^ ’ Approaches to Formative Assessment.^θ Relationships With Other Policy Priorities.126 Chapter 5 Expertise, in Teaching and Elsewhere 135 Research on Expertise. ^6 Expertise in Teaching. 151 Returns to Teaching Experience. 158 Conclusion. 161 Chapter 6 Teacher Learning. 163 Content, Then Process. 164 Changing Teacher Habits.185 Switch and Classroom
Practice. 200 Conclusion. 205 Chapter 7 Implementation. 207 An Overnight Success—in Twenty Years. 208 Getting With the Program. 212 A Case Study in One District. 213 How Will We Know If It’s Working?. 219 Taking People With You. 228 Managing Setbacks and Disappointments. 231 The Formative Evaluation of Teaching. 235 Conclusion. Closing Thoughts. 239 լ References. 243 Index 273
The United States workforce will change significantly in the coming decades. Today's students need teachers to prepare them to thrive in a constantly changing world. In turn, teachers need leadership that encourages them to grow in their practice. Leadership for Teacher Learning explores the correlation between teacher quality and student achievement. Drawing from evidence-based research find ings, distinguished author and leading formative assessment authority Dylan Wiliam clearly and concisely explains how formative assessment, when applied properly, helps to create a structured and rigorous learning environment that increases student achievement. He also presents compelling research to give readers a clear picture of: • Which changes in classroom practice are most likely to impact student achievement • Formative assessment's use in differentiated instruction (DI) and response to intervention (RTI) • How to select and support group leaders to ensure productive collaboration • Strategies to integrate formative assessment into teacher evaluation Tackling many of the toughest questions faced by school and district leadership, Wiliam discusses why efforts to change classroom practice have been relatively unsuccessful—and explores specific classroom tactics that do tend to raise student achievement, illustrating how significantly a teacher's work impacts student learning. |
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| title | Leadership [for] teacher learning creating a culture where all teachers improve so that all students succeed |
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| title_short | Leadership [for] teacher learning |
| title_sort | leadership for teacher learning creating a culture where all teachers improve so that all students succeed |
| title_sub | creating a culture where all teachers improve so that all students succeed |
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