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Author: Bruce R. Joyce
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 64
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Book Description
Mastering alternative models of teaching helps build competence and effectiveness in the repertoire of classroom teachers. However, because the attainment of new skills does not by itself ensure transfer to classroom use, teacher training programs should incorporate study of the transfer process itself, reinforced by team effort. Accordingly, strategies are suggested for a collaborative approach to teacher development, involving continuous training and study of both the academic substance and the craft of teaching. Chapter 1 of this inquiry concerns the need to integrate research and practice in learning to teach. Chapter 2 distinguishes between "horizontal transfer" (a direct shift of skill from training to actual use) and "vertical transfer" (the adaptation of skills to fit conditions of the workplace). Chapter 3 concerns attacking the transfer problem by controlling the context of the workplace. Chapter 4 concerns ways of making training more effective: forecasting the transfer problem, overlearning skills, peer coaching, and "executive control." The latter, a key concept, refers to developing a functional and adaptive understanding of a given model. Chapter 5, "Parallels with Athletic Training," is an interview with Coach Rich Brooks of the University of Oregon, focusing on acquisition and incorporation of new skills. Chapter 6 reviews basic principles for increasing learning aptitude and stresses the importance for teachers of continual growth. An appendix reviews the essential literature on teacher training. (TE)
Author: Bruce R. Joyce
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 64
Get Book Here
Book Description
Mastering alternative models of teaching helps build competence and effectiveness in the repertoire of classroom teachers. However, because the attainment of new skills does not by itself ensure transfer to classroom use, teacher training programs should incorporate study of the transfer process itself, reinforced by team effort. Accordingly, strategies are suggested for a collaborative approach to teacher development, involving continuous training and study of both the academic substance and the craft of teaching. Chapter 1 of this inquiry concerns the need to integrate research and practice in learning to teach. Chapter 2 distinguishes between "horizontal transfer" (a direct shift of skill from training to actual use) and "vertical transfer" (the adaptation of skills to fit conditions of the workplace). Chapter 3 concerns attacking the transfer problem by controlling the context of the workplace. Chapter 4 concerns ways of making training more effective: forecasting the transfer problem, overlearning skills, peer coaching, and "executive control." The latter, a key concept, refers to developing a functional and adaptive understanding of a given model. Chapter 5, "Parallels with Athletic Training," is an interview with Coach Rich Brooks of the University of Oregon, focusing on acquisition and incorporation of new skills. Chapter 6 reviews basic principles for increasing learning aptitude and stresses the importance for teachers of continual growth. An appendix reviews the essential literature on teacher training. (TE)
Author: Bruce R. Joyce
Publisher:
ISBN: 9780598142085
Category : Education
Languages : en
Pages : 50
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Book Description
Author: Mary Landrum
Publisher: PRUFROCK PRESS INC.
ISBN: 1882664418
Category : Education
Languages : en
Pages : 140
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Book Description
Facilitators for gifted programs must be able to plan, implement, and evaluate staff development experiences for a variety of school personnel and support role groups. From organizing, planning, and conducting training, to following up on progress, this book guides the reader through the process of staff development. This book is a service publicat
Author: Peter Burke
Publisher: Psychology Press
ISBN: 9781850007524
Category : Business & Economics
Languages : en
Pages : 240
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Book Description
Models for staff development from the practitioner's viewpoints are presented with recent research and theory. The needs for staff development are examined from the local, state, regional, national and international standpoints and close guidance on the implementation of plans is given.
Author: Library Leadership and Management Association. Human Resources Section. Staff Development Committee
Publisher: American Library Association
ISBN: 0838911498
Category : Business & Economics
Languages : en
Pages : 232
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Book Description
This new edition offers unique, state-of-the-art perspectives on library staff development and training.
Author: Linda E. Martin
Publisher: Guilford Publications
ISBN: 1462524974
Category : Education
Languages : en
Pages : 593
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Book Description
This comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.
Author: Karl H. Clauset
Publisher: Corwin Press
ISBN: 1452294720
Category : Education
Languages : en
Pages : 305
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Book Description
"Clearly shows the success that can occur when a staff learns together. I highly recommend this book to aspiring and beginning principals, as well as those with years of experience." —Paul Young, Executive Director, West After School Center Former President, National Association of Elementary School Principals Foster schoolwide professional learning through a collaborative action research model! Action research is a popular method for individual educators to examine their practices and grow in their profession. In this how-to guide, readers will learn how Whole-Faculty Study Groups (WFSGs) use action research to involve an entire school in advancing staff learning and school performance. The WFSG model is a type of professional learning community (PLC) that catalyzes school change with schoolwide action research as a central component. With over 20 years of experience, the authors draw from hundreds of examples and case studies to describe how implementing WFSGs can help students, teachers, administrators, and other staff members work collaboratively to improve teacher practice and student learning. The authors′ empirical data and comprehensive approach help deepen educators′ understanding of how to use meaningful action research to strengthen teamwork and realize school reform. Additionally, readers will learn how: The WFSG system compares with other approaches to action research The schoolwide action research process can be applied in a wide variety of school reform efforts Study groups can move from discussion to action Principals and district leaders can support schoolwide action research Discover the ways WFSGs can enhance student learning and result in real school improvement in this highly relevant, must-have guide.
Author: Thomas R. Guskey
Publisher: Corwin Press
ISBN: 1544303041
Category : Education
Languages : en
Pages : 329
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Book Description
How do we determine the effects and effectiveness of activities designed to enhance the professional knowledge and skills of educators so that they might improve the learning of students? Thomas R. Guskey explores the processes and procedures involved in evaluating professional development, from the very simple to the very complex, at five increasing levels of sophistication: Participants′ reactions to professional development How much participants learn Evaluating organizational support and change How participants use their new knowledge and skills Improvement in student learning . . . complete with sample evaluation forms, checklists, and helpful hints and tips.
Author: Robin J. Fogarty
Publisher: Corwin Press
ISBN: 1412926041
Category : Education
Languages : en
Pages : 177
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Book Description
This valuable guide offers a wealth of strategies for designing, presenting, and facilitating professional development with follow-up coaching that meets the unique needs of adult learners.
Author: Celeste M. Brody
Publisher: State University of New York Press
ISBN: 079149764X
Category : Education
Languages : en
Pages : 346
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Book Description
Cooperative/collaborative learning procedures increasingly attract great attention in school and higher education settings. This book has two main purposes: first, to enable educators to make informed decisions and choices about selecting, implementing, and evaluating cooperative learning models with respect for the differences and diversity of goals among professionals in school communities, and second, to consider the goals of teachers' professional development in the context of organizational reforms that foster systemic school change, such as the development of learning communities. The authors encourage professional development that goes beyond inservice workshops to include multi-year development and support for teachers. They advocate that schools be administered under collaborative principles so teachers can "live the experience" that they are trying to create in their own classrooms. Professional Development for Cooperative Learning describes what works for professional development in cooperative learning and how difficult it is to bring about lasting change in school settings. Brody and Davidson focus the dialogue on the nature of professional development linked to systemic changes and the successes, failures, and challenges encountered in the process.
