Literaturnachweis - Detailanzeige
| Autor/in | Thurber Rasmussen, Harriette |
|---|---|
| Titel | Beyond the Core: Peer Observation Brings Common Core to Vocational and Electives Classes |
| Quelle | In: Journal of Staff Development, 35 (2014) 3, S.32-37 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0276-928X |
| Schlagwörter | State Standards; School Districts; Career Education; Technical Education; Vocational Education; Elective Courses; Literacy; Educational Strategies; Classroom Observation Techniques; Language Arts; Teacher Collaboration; Academic Achievement; Teacher Expectations of Students; Washington |
| Abstract | This article describes how a Washington State School District increased professional learning around the Common Core State Standards. The challenge was how to establish a way for career and technical education and electives teachers to learn and apply Common Core in their classes. Weaving Common Core literacy standards into vocational and electives classrooms would give students the practice they needed with the standards, while making class content more accessible by using the strategies. This was accomplished by having career and technical education and electives teachers observe how Common Core literacy strategies are taught in non-English language arts content areas. Social studies and science teachers were already infusing Common Core literacy strategies into their lessons, thus a peer observation program was instituted and became a valuable resource for everyone involved. Briefing sessions were conducted that allowed the career and technical education and electives teachers to see how application of the Common Core Standards from one content area could be applied in their area, and how to apply successful strategies to common challenges. The career and technical education and electives teachers recognized that as they prepared students for the Common Core, their own learning would enhance their students' academic success. It made sense that as teachers increased their expectations for students, they should increase their expectations of themselves as learner practitioners. (ERIC). |
| Anmerkungen | Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
