Supervision across the content areas /:
You became a school leader after succeeding in your particular content area and/or grade level. Now you're responsible for the entire school. You are accountable for everything that goes on, including results from those who teach outside your areas of original expertise. Supervision Across the...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York :
Routledge, Taylor and Francis,
2013.
|
| Schriftenreihe: | Eye on Education book.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | You became a school leader after succeeding in your particular content area and/or grade level. Now you're responsible for the entire school. You are accountable for everything that goes on, including results from those who teach outside your areas of original expertise. Supervision Across the Content Areas provides tools and strategies to help you effectively supervise all of your teachers, including those in contents areas or grade levels in which you may not have had personal classroom experience. While focusing on four key content areas - Mathematics, Science, English/Language Arts, and So. |
| Beschreibung: | Learners in Middle Schools. |
| Beschreibung: | 1 online resource (225 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781317919223 131791922X 9781315852614 1315852616 9781317919209 1317919203 9781317919216 1317919211 9781138470958 1138470953 |
Internformat
MARC
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| 100 | 1 | |a Zepeda, Sally J., |d 1956- |1 https://id.oclc.org/worldcat/entity/E39PCjqM9f9jPpqBDh3KfPj7Xm | |
| 245 | 1 | 0 | |a Supervision across the content areas / |c Sally J. Zepeda, and R. Stewart Mayers. |
| 260 | |a New York : |b Routledge, Taylor and Francis, |c 2013. | ||
| 300 | |a 1 online resource (225 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Eye on education | |
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; Title Page; Copyright Page; Acknowledgments; Table of Contents; About the Authors; 1 The Context of Teaching, Learning, and Instructional Supervision; Why Supervision Across the Content Areas; Accountability and Standards; Standards; The Context of Teaching and Learning; Framing Supervision in a Context; Embed ""Learning Opportunities with Others"" into Everyday Work; Sustain Relationships; Recognize the Adult Learner; Suggested Readings; 2 Instructional Supervision; Instructional Supervision; Informal and Formal Supervision; Informal Classroom Observations. | |
| 505 | 8 | |a Formal Classroom ObservationsClinical Supervision; Conducting the Pre-Observation Conference; Conducting Classroom Observations-Tracking Data; Conducting Post-Observation Conferences; Differentiated and Developmental Supervision; Developmental Supervision; Peer Coaching; Administrative Support; Action Research; Portfolio Development; Pulling Together Differentiated Supervisory Practices; Suggested Readings; 3 Supervising the Curriculum; Defining Curriculum; Real Curriculum, Written Curriculum, and Tested Curriculum; Curriculum Alignment; Auditing Curriculum and Instruction; Audits. | |
| 505 | 8 | |a Curriculum MappingInstructional Pacing; Suggested Readings; 4 Linkages Among Curriculum, Learning, and Instruction; Linkages to Learning; The Teacher-Centered Paradigm; Student-Directed Learning and Constructivism; Differentiated Instruction; Instructional Methods; Socratic Seminars; Cooperative Learning; Types of Cooperative Learning; Assessing Cooperative Learning; Supervision and Cooperative Learning; Simulations; Inquiry; The Teacher's Role in the Inquiry Model; The Phases of the Inquiry Model; Teaching Inquiry: What Teachers Need to Know; Supervision and the Inquiry Method. | |
| 505 | 8 | |a Enhancing Instructional MethodsLearning Centers; Technology-Based Lessons; Puzzles, Games, and Manipulatives; Differentiated Assessment; Portfolios; Demonstrations; Research Projects; Suggested Readings; 5 Brain Research, Multiple Intelligences, and Learning Styles; What Is Differentiated Instruction?; The Human Brain: Cultivating the Potential for Learning; Relevant Findings from Brain Research; The Changing Brain; The Development of Intelligence; Windows of Opportunity; Emotion and Learning; Recommendations for Teaching and Learning; Multiple Intelligences; Linguistic Intelligence. | |
| 505 | 8 | |a Musical IntelligenceLogical-Mathematical Intelligence; Spatial Intelligence; Bodily-Kinesthetic Intelligence; Interpersonal Intelligence; Intrapersonal Intelligence; Learning Styles; The Development of Learning Styles Theory; Models of Learning Styles; Using Brain Research, Multiple Intelligences, and Learning Styles to Differentiate Instruction; Supervision to Support the Use of Brain Research, Multiple Intelligences, and Learning Styles; Suggested Readings; 6 Students as Learners; Theories of Psychological, Social, and Emotional Development; Elementary School Learners. | |
| 500 | |a Learners in Middle Schools. | ||
| 520 | |a You became a school leader after succeeding in your particular content area and/or grade level. Now you're responsible for the entire school. You are accountable for everything that goes on, including results from those who teach outside your areas of original expertise. Supervision Across the Content Areas provides tools and strategies to help you effectively supervise all of your teachers, including those in contents areas or grade levels in which you may not have had personal classroom experience. While focusing on four key content areas - Mathematics, Science, English/Language Arts, and So. | ||
| 504 | |a Includes bibliographical references. | ||
| 546 | |a English. | ||
| 650 | 0 | |a School supervision |z United States. | |
| 650 | 0 | |a Curriculum planning |z United States. | |
| 650 | 0 | |a Educational accountability |z United States. | |
| 650 | 6 | |a Inspection des écoles |z États-Unis. | |
| 650 | 6 | |a Responsabilité du rendement (Éducation) |z États-Unis. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Curriculum planning |2 fast | |
| 650 | 7 | |a Educational accountability |2 fast | |
| 650 | 7 | |a School supervision |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 700 | 1 | |a Mayers, R. Stewart, |d 1959- |1 https://id.oclc.org/worldcat/entity/E39PCjx4FxttKVXpKb3JdkvDYP |0 http://id.loc.gov/authorities/names/n99053094 | |
| 758 | |i has work: |a Supervision across the content areas (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFPJh9ctpRtXKHYJD8rwRX |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Zepeda, Sally J. |t Supervision Across the Content Areas. |d Hoboken : Taylor and Francis, ©2014 |z 9781930556799 |
| 830 | 0 | |a Eye on Education book. | |
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| 938 | |a Taylor & Francis |b TAFR |n 9781315852614 | ||
| 994 | |a 92 |b GEBAY | ||
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| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn880827229 |
|---|---|
| _version_ | 1816882273917599744 |
| adam_text | |
| any_adam_object | |
| author | Zepeda, Sally J., 1956- |
| author2 | Mayers, R. Stewart, 1959- |
| author2_role | |
| author2_variant | r s m rs rsm |
| author_GND | http://id.loc.gov/authorities/names/n99053094 |
| author_facet | Zepeda, Sally J., 1956- Mayers, R. Stewart, 1959- |
| author_role | |
| author_sort | Zepeda, Sally J., 1956- |
| author_variant | s j z sj sjz |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB2806 |
| callnumber-raw | LB2806.4 .Z47 2013 |
| callnumber-search | LB2806.4 .Z47 2013 |
| callnumber-sort | LB 42806.4 Z47 42013 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Cover; Title Page; Copyright Page; Acknowledgments; Table of Contents; About the Authors; 1 The Context of Teaching, Learning, and Instructional Supervision; Why Supervision Across the Content Areas; Accountability and Standards; Standards; The Context of Teaching and Learning; Framing Supervision in a Context; Embed ""Learning Opportunities with Others"" into Everyday Work; Sustain Relationships; Recognize the Adult Learner; Suggested Readings; 2 Instructional Supervision; Instructional Supervision; Informal and Formal Supervision; Informal Classroom Observations. Formal Classroom ObservationsClinical Supervision; Conducting the Pre-Observation Conference; Conducting Classroom Observations-Tracking Data; Conducting Post-Observation Conferences; Differentiated and Developmental Supervision; Developmental Supervision; Peer Coaching; Administrative Support; Action Research; Portfolio Development; Pulling Together Differentiated Supervisory Practices; Suggested Readings; 3 Supervising the Curriculum; Defining Curriculum; Real Curriculum, Written Curriculum, and Tested Curriculum; Curriculum Alignment; Auditing Curriculum and Instruction; Audits. Curriculum MappingInstructional Pacing; Suggested Readings; 4 Linkages Among Curriculum, Learning, and Instruction; Linkages to Learning; The Teacher-Centered Paradigm; Student-Directed Learning and Constructivism; Differentiated Instruction; Instructional Methods; Socratic Seminars; Cooperative Learning; Types of Cooperative Learning; Assessing Cooperative Learning; Supervision and Cooperative Learning; Simulations; Inquiry; The Teacher's Role in the Inquiry Model; The Phases of the Inquiry Model; Teaching Inquiry: What Teachers Need to Know; Supervision and the Inquiry Method. Enhancing Instructional MethodsLearning Centers; Technology-Based Lessons; Puzzles, Games, and Manipulatives; Differentiated Assessment; Portfolios; Demonstrations; Research Projects; Suggested Readings; 5 Brain Research, Multiple Intelligences, and Learning Styles; What Is Differentiated Instruction?; The Human Brain: Cultivating the Potential for Learning; Relevant Findings from Brain Research; The Changing Brain; The Development of Intelligence; Windows of Opportunity; Emotion and Learning; Recommendations for Teaching and Learning; Multiple Intelligences; Linguistic Intelligence. Musical IntelligenceLogical-Mathematical Intelligence; Spatial Intelligence; Bodily-Kinesthetic Intelligence; Interpersonal Intelligence; Intrapersonal Intelligence; Learning Styles; The Development of Learning Styles Theory; Models of Learning Styles; Using Brain Research, Multiple Intelligences, and Learning Styles to Differentiate Instruction; Supervision to Support the Use of Brain Research, Multiple Intelligences, and Learning Styles; Suggested Readings; 6 Students as Learners; Theories of Psychological, Social, and Emotional Development; Elementary School Learners. |
| ctrlnum | (OCoLC)880827229 |
| dewey-full | 371.2/03 371.203 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.2/03 371.203 |
| dewey-search | 371.2/03 371.203 |
| dewey-sort | 3371.2 13 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-4-EBA-ocn880827229 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:00Z |
| institution | BVB |
| isbn | 9781317919223 131791922X 9781315852614 1315852616 9781317919209 1317919203 9781317919216 1317919211 9781138470958 1138470953 |
| language | English |
| oclc_num | 880827229 |
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| physical | 1 online resource (225 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2013 |
| publishDateSearch | 2013 |
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| publisher | Routledge, Taylor and Francis, |
| record_format | marc |
| series | Eye on Education book. |
| series2 | Eye on education |
| spelling | Zepeda, Sally J., 1956- https://id.oclc.org/worldcat/entity/E39PCjqM9f9jPpqBDh3KfPj7Xm Supervision across the content areas / Sally J. Zepeda, and R. Stewart Mayers. New York : Routledge, Taylor and Francis, 2013. 1 online resource (225 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Eye on education Print version record. Cover; Title Page; Copyright Page; Acknowledgments; Table of Contents; About the Authors; 1 The Context of Teaching, Learning, and Instructional Supervision; Why Supervision Across the Content Areas; Accountability and Standards; Standards; The Context of Teaching and Learning; Framing Supervision in a Context; Embed ""Learning Opportunities with Others"" into Everyday Work; Sustain Relationships; Recognize the Adult Learner; Suggested Readings; 2 Instructional Supervision; Instructional Supervision; Informal and Formal Supervision; Informal Classroom Observations. Formal Classroom ObservationsClinical Supervision; Conducting the Pre-Observation Conference; Conducting Classroom Observations-Tracking Data; Conducting Post-Observation Conferences; Differentiated and Developmental Supervision; Developmental Supervision; Peer Coaching; Administrative Support; Action Research; Portfolio Development; Pulling Together Differentiated Supervisory Practices; Suggested Readings; 3 Supervising the Curriculum; Defining Curriculum; Real Curriculum, Written Curriculum, and Tested Curriculum; Curriculum Alignment; Auditing Curriculum and Instruction; Audits. Curriculum MappingInstructional Pacing; Suggested Readings; 4 Linkages Among Curriculum, Learning, and Instruction; Linkages to Learning; The Teacher-Centered Paradigm; Student-Directed Learning and Constructivism; Differentiated Instruction; Instructional Methods; Socratic Seminars; Cooperative Learning; Types of Cooperative Learning; Assessing Cooperative Learning; Supervision and Cooperative Learning; Simulations; Inquiry; The Teacher's Role in the Inquiry Model; The Phases of the Inquiry Model; Teaching Inquiry: What Teachers Need to Know; Supervision and the Inquiry Method. Enhancing Instructional MethodsLearning Centers; Technology-Based Lessons; Puzzles, Games, and Manipulatives; Differentiated Assessment; Portfolios; Demonstrations; Research Projects; Suggested Readings; 5 Brain Research, Multiple Intelligences, and Learning Styles; What Is Differentiated Instruction?; The Human Brain: Cultivating the Potential for Learning; Relevant Findings from Brain Research; The Changing Brain; The Development of Intelligence; Windows of Opportunity; Emotion and Learning; Recommendations for Teaching and Learning; Multiple Intelligences; Linguistic Intelligence. Musical IntelligenceLogical-Mathematical Intelligence; Spatial Intelligence; Bodily-Kinesthetic Intelligence; Interpersonal Intelligence; Intrapersonal Intelligence; Learning Styles; The Development of Learning Styles Theory; Models of Learning Styles; Using Brain Research, Multiple Intelligences, and Learning Styles to Differentiate Instruction; Supervision to Support the Use of Brain Research, Multiple Intelligences, and Learning Styles; Suggested Readings; 6 Students as Learners; Theories of Psychological, Social, and Emotional Development; Elementary School Learners. Learners in Middle Schools. You became a school leader after succeeding in your particular content area and/or grade level. Now you're responsible for the entire school. You are accountable for everything that goes on, including results from those who teach outside your areas of original expertise. Supervision Across the Content Areas provides tools and strategies to help you effectively supervise all of your teachers, including those in contents areas or grade levels in which you may not have had personal classroom experience. While focusing on four key content areas - Mathematics, Science, English/Language Arts, and So. Includes bibliographical references. English. School supervision United States. Curriculum planning United States. Educational accountability United States. Inspection des écoles États-Unis. Responsabilité du rendement (Éducation) États-Unis. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Curriculum planning fast Educational accountability fast School supervision fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Mayers, R. Stewart, 1959- https://id.oclc.org/worldcat/entity/E39PCjx4FxttKVXpKb3JdkvDYP http://id.loc.gov/authorities/names/n99053094 has work: Supervision across the content areas (Text) https://id.oclc.org/worldcat/entity/E39PCFPJh9ctpRtXKHYJD8rwRX https://id.oclc.org/worldcat/ontology/hasWork Print version: Zepeda, Sally J. Supervision Across the Content Areas. Hoboken : Taylor and Francis, ©2014 9781930556799 Eye on Education book. FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=782897 Volltext |
| spellingShingle | Zepeda, Sally J., 1956- Supervision across the content areas / Eye on Education book. Cover; Title Page; Copyright Page; Acknowledgments; Table of Contents; About the Authors; 1 The Context of Teaching, Learning, and Instructional Supervision; Why Supervision Across the Content Areas; Accountability and Standards; Standards; The Context of Teaching and Learning; Framing Supervision in a Context; Embed ""Learning Opportunities with Others"" into Everyday Work; Sustain Relationships; Recognize the Adult Learner; Suggested Readings; 2 Instructional Supervision; Instructional Supervision; Informal and Formal Supervision; Informal Classroom Observations. Formal Classroom ObservationsClinical Supervision; Conducting the Pre-Observation Conference; Conducting Classroom Observations-Tracking Data; Conducting Post-Observation Conferences; Differentiated and Developmental Supervision; Developmental Supervision; Peer Coaching; Administrative Support; Action Research; Portfolio Development; Pulling Together Differentiated Supervisory Practices; Suggested Readings; 3 Supervising the Curriculum; Defining Curriculum; Real Curriculum, Written Curriculum, and Tested Curriculum; Curriculum Alignment; Auditing Curriculum and Instruction; Audits. Curriculum MappingInstructional Pacing; Suggested Readings; 4 Linkages Among Curriculum, Learning, and Instruction; Linkages to Learning; The Teacher-Centered Paradigm; Student-Directed Learning and Constructivism; Differentiated Instruction; Instructional Methods; Socratic Seminars; Cooperative Learning; Types of Cooperative Learning; Assessing Cooperative Learning; Supervision and Cooperative Learning; Simulations; Inquiry; The Teacher's Role in the Inquiry Model; The Phases of the Inquiry Model; Teaching Inquiry: What Teachers Need to Know; Supervision and the Inquiry Method. Enhancing Instructional MethodsLearning Centers; Technology-Based Lessons; Puzzles, Games, and Manipulatives; Differentiated Assessment; Portfolios; Demonstrations; Research Projects; Suggested Readings; 5 Brain Research, Multiple Intelligences, and Learning Styles; What Is Differentiated Instruction?; The Human Brain: Cultivating the Potential for Learning; Relevant Findings from Brain Research; The Changing Brain; The Development of Intelligence; Windows of Opportunity; Emotion and Learning; Recommendations for Teaching and Learning; Multiple Intelligences; Linguistic Intelligence. Musical IntelligenceLogical-Mathematical Intelligence; Spatial Intelligence; Bodily-Kinesthetic Intelligence; Interpersonal Intelligence; Intrapersonal Intelligence; Learning Styles; The Development of Learning Styles Theory; Models of Learning Styles; Using Brain Research, Multiple Intelligences, and Learning Styles to Differentiate Instruction; Supervision to Support the Use of Brain Research, Multiple Intelligences, and Learning Styles; Suggested Readings; 6 Students as Learners; Theories of Psychological, Social, and Emotional Development; Elementary School Learners. School supervision United States. Curriculum planning United States. Educational accountability United States. Inspection des écoles États-Unis. Responsabilité du rendement (Éducation) États-Unis. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Curriculum planning fast Educational accountability fast School supervision fast |
| title | Supervision across the content areas / |
| title_auth | Supervision across the content areas / |
| title_exact_search | Supervision across the content areas / |
| title_full | Supervision across the content areas / Sally J. Zepeda, and R. Stewart Mayers. |
| title_fullStr | Supervision across the content areas / Sally J. Zepeda, and R. Stewart Mayers. |
| title_full_unstemmed | Supervision across the content areas / Sally J. Zepeda, and R. Stewart Mayers. |
| title_short | Supervision across the content areas / |
| title_sort | supervision across the content areas |
| topic | School supervision United States. Curriculum planning United States. Educational accountability United States. Inspection des écoles États-Unis. Responsabilité du rendement (Éducation) États-Unis. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Curriculum planning fast Educational accountability fast School supervision fast |
| topic_facet | School supervision United States. Curriculum planning United States. Educational accountability United States. Inspection des écoles États-Unis. Responsabilité du rendement (Éducation) États-Unis. EDUCATION Administration General. EDUCATION Organizations & Institutions. Curriculum planning Educational accountability School supervision United States |
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