Literaturnachweis - Detailanzeige
| Sonst. Personen | Robertson, Dana A. (Hrsg.); Hall, Leigh A. (Hrsg.); Brock, Cynthia H. (Hrsg.) |
|---|---|
| Titel | Innovations in literacy professional learning. Strengthening equity, access, and sustainability. |
| Quelle | New York: The Guilford Press (2023), XI, 276 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781462551293 (Taschenbuch); 9781462551309 (gebundene Ausgabe) |
| Schlagwörter | Reading teachers; Case studies; Fallstudie; Professional relationships; In-service training; Professional learning communities; EDUCATION / Professional Development; EDUCATION / Teaching / Subjects / Reading & Phonics; Bildungstheorie; Bildungspraxis Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Case study; Fallstudie; Case Study; Profession; Relationship; Beruf; Wechselbeziehung; Verbindung; Berufsbegleitende Ausbildung; Betriebliche Weiterbildung; Lern community; Studying community; Professional help; Lerngemeinschaft; Professionelle Hilfe; Vocational education; Berufsbildung; Berufliche Bildung |
| Abstract | Introduction: Innovation, Equity, and Sustainability in Literacy Professional Learning, Dana A. Robertson & Cynthia H. Brock -- I. Professional Learning as Reflexive Growth-in-Practice -- 1. Developing Adaptive Expertise to Support Effective Professional Learning, Deidre M. Le Fevre -- 2. Innovative Hybrid Professional Learning at Redmond Mountain High School, Cynthia H. Brock, Leigh A. Hall, Erin E. Silcox, & Jeff Makelky -- 3. Professional Learning Designed to Cultivate Continuous Learning and Innovation, Cynthia L. Greenleaf, Mira-Lisa Katz, Mary Stump, & Gayle Cribb -- 4. Enhancing Secondary Teachers' Opportunities to Learn about Comprehension in Culturally Sustaining Ways, Sarah M. Lupo, Dianna R. Townsend, & Rachel Knecht -- 5. Situated Professional Learning through Targeted Reading Instruction: Building Teacher Capacity and Diagnostic Practice, Steven J. Amendum, Heather H. Aiken, Mary Bratsch-Hines, & Leslie M. Babinski -- 6. Teacher Agency and Sustainable Learning through Literacy Coaching with Teachers of Adolescents Who Are Emergent Bi- and Multilingual Students, Jennifer Sharples Reichenberg -- II. Professional Learning in/through/with Social Networks and Communities -- 7. Equitable, Accessible, and Sustainable Professional Learning That Makes a Difference: The Case of the Aboriginal Reading Project, Pauline Harris -- 8. Whole-Community Early Literacy Improvement: K-3 Academic Vocabulary Instruction, Susan V. Piazza, Sarah Summy, & Robert Herrera -- 9. Using Digital Tools to Promote Teacher Agency and Enhance Teacher Professional Learning, Lauren Breckenridge Padesky, Dana A. Robertson, Alexis Barney, & Noelle Clark -- 10. Innovations in Elementary Literacy Coaching: Sustaining Coaching Practices in Virtual Spaces, Jacy Ippolito, Rita M. Bean, & Kristine Sacha -- 11. How Micro-Courses Shape Teachers' Perceptions, Engagement, and Learning in Professional Development, Leigh A. Hall -- Epilogue. Creating Professional Learning That Works: Lessons for Going Forward. Leigh A. Hall -- Index -- .. "Too often, professional learning efforts fail to help teachers develop and deeply engage with their work. This book describes keys to providing effective, sustainable literacy professional learning that values teachers over test scores and capitalizes on social networks and communities. The volume presents case studies of transformational initiatives tailored to culturally and linguistically diverse populations of teachers and students, varying school resources, and key factors. Issues of access and equity are emphasized throughout the discussions of in-person, hybrid, and remote professional learning models. The companion website features brief videos in which chapter authors comment on their respective topics"--Provided by publisher.; "Professional learning (PL) opportunities are essential for PreK-12 literacy educators, but too often these efforts fail to help teachers develop and deeply engage with their work. This forward-looking book describes keys to providing effective, sustainable literacy PL that values teachers over test scores and capitalizes on social networks and communities. The volume presents case studies of transformational initiatives tailored to culturally and linguistically diverse populations of teachers and students, varying school resources, urban or rural settings, and other factors. Issues of access and equity are emphasized throughout the book's discussions of innovative in-person, hybrid, and remote PL models. The companion website features 11 brief videos in which chapter authors provide engaging commentary on their respective topics. "--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/4/12 |
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