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Author: Mary K. Weaver
Publisher:
ISBN:
Category :
Languages : en
Pages : 52
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Book Description
This monograph covers the Saginaw Teacher Study Group Movement from its inception in 1996 through its expansion to include the overwhelming majority of Saginaw teachers in 1999-2001. Since 1996, classroom teachers in Saginaw have been volunteering for study groups addressing the learning and teaching of students in poverty. In the first half of this monograph, Mary K. Weaver tells the story of one of the first Saginaw study groups and how, over time, studying literacy resulted in significant changes in teacher practice and student learning, development of a literacy program and literacy curriculum, and higher test scores at the school. The Webber Middle School story is embedded in a larger districtwide movement of similar voluntary teacher research groups, some site specific, some across schools, but all teacher designed and facilitated, each taking on a challenge and approaching it with an inquiry teacher research stance. In the second half, Mary Calliari, who along with Weaver and others designed and started the first study groups in 1996, picks up the story three years later when she facilitated a study group that met in 1999-2000 and successfully changed the district reading curriculum. Calliari also recounts how her involvement in the study group movement led to her development as a local teacher-leader after twenty years as a classroom teacher. Weaver and Calliari conclude this piece reflecting on what they have learned and offering advice to others interested in starting and maintaining voluntary teacher study groups that take an inquiry stance on an issue of their choice. In an afterword, Janet Rentsch, co-director of Saginaw Bay Writing Project, offers a site director's perspective, focusing on the collaboration among the Saginaw Bay Writing Project (SBWP), Saginaw Public Schools, and Saginaw Valley State University. (Contains 3 figures.) [Afterword written by Janet Rentsch. For "National Writing Project at Work. Volume 1, Number 5," see ED493845.].
Author: Mary K. Weaver
Publisher:
ISBN:
Category :
Languages : en
Pages : 52
Get Book Here
Book Description
This monograph covers the Saginaw Teacher Study Group Movement from its inception in 1996 through its expansion to include the overwhelming majority of Saginaw teachers in 1999-2001. Since 1996, classroom teachers in Saginaw have been volunteering for study groups addressing the learning and teaching of students in poverty. In the first half of this monograph, Mary K. Weaver tells the story of one of the first Saginaw study groups and how, over time, studying literacy resulted in significant changes in teacher practice and student learning, development of a literacy program and literacy curriculum, and higher test scores at the school. The Webber Middle School story is embedded in a larger districtwide movement of similar voluntary teacher research groups, some site specific, some across schools, but all teacher designed and facilitated, each taking on a challenge and approaching it with an inquiry teacher research stance. In the second half, Mary Calliari, who along with Weaver and others designed and started the first study groups in 1996, picks up the story three years later when she facilitated a study group that met in 1999-2000 and successfully changed the district reading curriculum. Calliari also recounts how her involvement in the study group movement led to her development as a local teacher-leader after twenty years as a classroom teacher. Weaver and Calliari conclude this piece reflecting on what they have learned and offering advice to others interested in starting and maintaining voluntary teacher study groups that take an inquiry stance on an issue of their choice. In an afterword, Janet Rentsch, co-director of Saginaw Bay Writing Project, offers a site director's perspective, focusing on the collaboration among the Saginaw Bay Writing Project (SBWP), Saginaw Public Schools, and Saginaw Valley State University. (Contains 3 figures.) [Afterword written by Janet Rentsch. For "National Writing Project at Work. Volume 1, Number 5," see ED493845.].
Author: Mary Catherine Moran
Publisher: ASCD
ISBN: 1416606238
Category : Education
Languages : en
Pages : 198
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Book Description
Looks at the key considerations school leaders and literacy coaches must keep in mind when determining program focus and scope and describes the roles, responsibilities, and procedures involved in each coaching format.
Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
ISBN: 080777216X
Category : Education
Languages : en
Pages : 417
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Book Description
In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and around the world to ally their work with others as part of larger social and intellectual movements for social change and social justice. Part I is a set of five essays that conceptualize inquiry as a stance and as a transformative theory of action that repositions the collective intellectual capacity of practitioners. Part II is a set of eight chapters written by eight differently positioned practitioners who are or were engaged in practitioner research in K–12 schools or teacher education. Part III offers a unique format for exploring inquiry as stance in the next generation—a readers’ theatre script that juxtaposes and co-mingles 20 practitioners’ voices in a performance-oriented format. Together the three parts of the book point to rich possibilities for practitioner inquiry in the next generation. Contributors: Rebecca Akin, Gerald Campano, Delvin Dinkins, Kelly A. Harper, Gillian Maimon, Gary McPhail, Swati Mehta, Rob Simon,and Diane Waff “Cochran-Smith and Lytle once again prove themselves to be among the best at melding theory and practice. Instead of merely making the case for practitioner inquiry they go the next step to show us exactly what this genre brings to our field—rigor, relevance, and passion. The interplay of conceptual clarity and powerful exemplars make this a text we will read well into the next decade.” —Gloria Ladson-Billings, University of Wisconsin–Madison “Once again, Marilyn Cochran-Smith and Susan Lytle point the way to new and hopeful understandings of practitioner research. Rather than blame teachers for all that is wrong with education, they and their fellow authors remind us that if school reform is to have any chance of fulfilling its stated goal of equal opportunity for all students, teachers must have a significant voice in research, policy, and practice. With its focus on social justice and its view of practitioner research as transformative, this is a powerful and welcome sequel to their classic Inside/Outside.” —Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst “Inquiry as Stance should be a blockbuster. This brilliant sequel re-calibrates relationships between practitioner inquiry and social justice.” —Carole Edelsky, Professor Emerita, Arizona State University “This optimistic and generous book is sure to become a central reference for teacher-researchers in K–16 schools and their colleagues and supporters throughout the system.” —Elyse Eidman-Aadahl, Director, National Programs and Site Development, National Writing Project, University of California, Berkeley “This view of the intellectual and personal work of teaching is a major counter to the contemporary emphasis on testing and packaged curricula.” —Cynthia Ballenger, reading specialist, Cambridge Public Schools “Once again Cochran-Smith, Lytle, and their colleagues bring us an invaluable book on the enormous possibilities of practitioner research.” —Luis C. Moll, College of Education, University of Arizona
Author: Carly Spina
Publisher: Edumatch
ISBN: 9781953852441
Category :
Languages : en
Pages : 250
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Book Description
After serving in linguistically diverse schools for over a decade, Carly Spina has scoured for the most effective and meaningful ways to support multilingual learners. The overwhelming answer has always been this: "Just add visuals!" When it comes to serving our multilingual learners, there are countless ways for us to strengthen our practice! This book will help us to reflect on ways to move beyond our current practices and really dive deep into ways to enhance instruction, create meaningful social-emotional learning experiences, empower families, partner with our community, and more. Let's reflect on our roles as change agents in our systems! It's time to flip lenses and disrupt the deficit narratives of those we serve. Ready? Let's move beyond for multilingual learners!
Author: Weiller Abels, Karen
Publisher: Human Kinetics
ISBN: 0736074562
Category : Education
Languages : en
Pages : 280
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Book Description
This book offers a perfect balance of knowledge base, pedagogy, and curriculum content, delivered with practical learning tools and activities, so you can help your students develop movement skills that foster healthful habits. Including engaging KinetiKidz characters that demonstrate technically correct form for 121 movement elements and that help children move more, feel good, and think better.
Author:
Publisher:
ISBN:
Category : Motion pictures
Languages : en
Pages : 232
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 646
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Book Description
Includes section: Moderaor-topics.
Author: Alan Gumm
Publisher: Hal Leonard Corporation
ISBN: 1574631039
Category : Music
Languages : en
Pages : 194
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Book Description
(Meredith Music Resource). An exciting, balanced approach to student performance, music learning and personal change. Written in an informal, engaging style, the text is highlighted by anecdotes, quotations, challenges for self-reflection, and techniques used by the author and top professionals in the field. The result a fulfilling, productive and successful music teaching experience.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 340
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Book Description
Author: Daughters of the American Revolution of Michigan
Publisher:
ISBN:
Category :
Languages : en
Pages : 562
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Book Description
