This book focuses on the practices of middle leaders in schools and other educational institutions. It positions the middle leader as a critical curriculum- and professional-leader and provides a conceptual framework within which to understand middle leading and the conditions that shape it in practice.
This book focuses on the practices of middle leaders in schools and other educational institutions. It positions the middle leader as a critical curriculum- and professional-leader and provides a conceptual framework within which to understand middle leading and the conditions that shape it in practice.
Peter Grootenboer was a school teacher and middle leader for 12 years before moving into the tertiary sector. He received a national Jim Campbell Award for teaching excellence. He is now a Professor in Education at Griffith University. Christine Edwards-Groves is Associate Professor at Charles Sturt University, Australia. She researches classroom interaction, dialogic pedagogies and professional learning, and is especially interested in practice theory. Karin Rönnerman is a professor in Education at the University of Gothenburg. Her research is in the field of action research connected to professional learning and development of practices through middle leading.
Inhaltsangabe
Acknowledgements Foreword: Middle Leadership: Leading Professional Learning Leading from The Middle: Words from a Middle Leader Chapter 1: Leading from The Middle Chapter 2: Practices and Practice Architectures of Middle Leading Chapter 3: School-Based Professional Learning and Development Chapter 4: Relating, Trust and Dialogic Practice in Middle Leading Chapter 5: Evidence Informed Development Chapter 6: Middle Leading in Practice: Criticality and Impact in Schools Chapter 7: Middle Leading as a Practice Changing Practice Appendix 1: Facilitating Teacher Reflection: Questions and Strategies Appendix 2: Interactive Strategies for Facilitating Focused Reflection, Rich Discussion and Critical Thinking Appendix 3: Questions to Guide Evidentiary Talk in Professional Learning Conversations and for Individual Self-Reflection Appendix 4: Conversation Transcription Conventions Appendix 5: Supporting A Dialogic Approach: An Example from the Field - Teacher Reflection Questions Appendix 6: Learning Together through Action-oriented Professional Learning: A Guide to Collaborative Peer Coaching in the Classroom Setting
Acknowledgements Foreword: Middle Leadership: Leading Professional Learning Leading from The Middle: Words from a Middle Leader Chapter 1: Leading from The Middle Chapter 2: Practices and Practice Architectures of Middle Leading Chapter 3: School-Based Professional Learning and Development Chapter 4: Relating, Trust and Dialogic Practice in Middle Leading Chapter 5: Evidence Informed Development Chapter 6: Middle Leading in Practice: Criticality and Impact in Schools Chapter 7: Middle Leading as a Practice Changing Practice Appendix 1: Facilitating Teacher Reflection: Questions and Strategies Appendix 2: Interactive Strategies for Facilitating Focused Reflection, Rich Discussion and Critical Thinking Appendix 3: Questions to Guide Evidentiary Talk in Professional Learning Conversations and for Individual Self-Reflection Appendix 4: Conversation Transcription Conventions Appendix 5: Supporting A Dialogic Approach: An Example from the Field - Teacher Reflection Questions Appendix 6: Learning Together through Action-oriented Professional Learning: A Guide to Collaborative Peer Coaching in the Classroom Setting
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