Teacher to Teacher Mentality
Purposeful Practice in Teacher Education
Herausgeber: Crawford, Caroline M.; Hardy, Sandra L. Ph. D
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Teacher to Teacher Mentality
Purposeful Practice in Teacher Education
Herausgeber: Crawford, Caroline M.; Hardy, Sandra L. Ph. D
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This text focuses upon professional discourse that revolves around induction efforts resulting from educators working together to inform one another's practice. It also serves as a tool for promoting professional discourse concerning the classroom teachers as associated teacher educators.
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This text focuses upon professional discourse that revolves around induction efforts resulting from educators working together to inform one another's practice. It also serves as a tool for promoting professional discourse concerning the classroom teachers as associated teacher educators.
Produktdetails
- Produktdetails
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 150
- Erscheinungstermin: 31. Oktober 2017
- Englisch
- Abmessung: 229mm x 152mm x 8mm
- Gewicht: 228g
- ISBN-13: 9781475839241
- ISBN-10: 1475839243
- Artikelnr.: 48700672
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 150
- Erscheinungstermin: 31. Oktober 2017
- Englisch
- Abmessung: 229mm x 152mm x 8mm
- Gewicht: 228g
- ISBN-13: 9781475839241
- ISBN-10: 1475839243
- Artikelnr.: 48700672
Caroline M. Crawford is an associate professor of instructional design and learning technologies at the University of Houston-Clear Lake. She focuses her areas of impact upon instructional design, performance improvement, and learning theories within communities of learning, communities of practice and the appropriate and successful integration of technologies into differentiated learning environments of distributed including online and mobile, hybrid and traditional. Sandra L. Hardy is founder and executive director of Hardy Education Resources. Her primary areas of focus include research and development pertaining to leadership and induction of K-12 and higher education educators, administrators, and other educational professionals' development and related programs. Her services are based on the unique needs of the individual teacher as learner in connection to promoting effective communities of practice through dynamic collaborations while identifying and securing the required multilevel resources.
Foreword, Nancy P. Gallavan Preface Acknowledgements Editors¿ Note
Introduction, Caroline M. Crawford & Sandra L. Hardy Overview and
Framework, Caroline M. Crawford & Sandra L. Hardy Chapter One: Learning
Communities in Practice and Induction: Implications for Professional
Development Organizations, Sandra L. Hardy Chapter Two: Qualities of
Effective Teacher Leaders, Meagan Musselman, Lynn Gannon Patterson & Greg
Gierhart Chapter Three: As the Moments Unfold: Developing Dispositions in
Student Teacher-Mentor Teacher Relationships, Janine S. Davis & Victoria B.
Fantozzi Chapter Four: An Enhanced Role for Cooperating Classroom Teachers
During Student Teaching: Effective Collaboration Within a Professional
Learning Community, Billi L. Bromer Chapter Five: Critical Understandings
of Classroom Teachers as Associated Teacher Educators on Learning in
Landscapes of Practice: A Case Study Approach, Sandra L. Hardy & Caroline
M. Crawford Afterword, Caroline M. Crawford & Sandra L. Hardy About the
Editors About the Contributors
Introduction, Caroline M. Crawford & Sandra L. Hardy Overview and
Framework, Caroline M. Crawford & Sandra L. Hardy Chapter One: Learning
Communities in Practice and Induction: Implications for Professional
Development Organizations, Sandra L. Hardy Chapter Two: Qualities of
Effective Teacher Leaders, Meagan Musselman, Lynn Gannon Patterson & Greg
Gierhart Chapter Three: As the Moments Unfold: Developing Dispositions in
Student Teacher-Mentor Teacher Relationships, Janine S. Davis & Victoria B.
Fantozzi Chapter Four: An Enhanced Role for Cooperating Classroom Teachers
During Student Teaching: Effective Collaboration Within a Professional
Learning Community, Billi L. Bromer Chapter Five: Critical Understandings
of Classroom Teachers as Associated Teacher Educators on Learning in
Landscapes of Practice: A Case Study Approach, Sandra L. Hardy & Caroline
M. Crawford Afterword, Caroline M. Crawford & Sandra L. Hardy About the
Editors About the Contributors
Foreword, Nancy P. Gallavan Preface Acknowledgements Editors¿ Note
Introduction, Caroline M. Crawford & Sandra L. Hardy Overview and
Framework, Caroline M. Crawford & Sandra L. Hardy Chapter One: Learning
Communities in Practice and Induction: Implications for Professional
Development Organizations, Sandra L. Hardy Chapter Two: Qualities of
Effective Teacher Leaders, Meagan Musselman, Lynn Gannon Patterson & Greg
Gierhart Chapter Three: As the Moments Unfold: Developing Dispositions in
Student Teacher-Mentor Teacher Relationships, Janine S. Davis & Victoria B.
Fantozzi Chapter Four: An Enhanced Role for Cooperating Classroom Teachers
During Student Teaching: Effective Collaboration Within a Professional
Learning Community, Billi L. Bromer Chapter Five: Critical Understandings
of Classroom Teachers as Associated Teacher Educators on Learning in
Landscapes of Practice: A Case Study Approach, Sandra L. Hardy & Caroline
M. Crawford Afterword, Caroline M. Crawford & Sandra L. Hardy About the
Editors About the Contributors
Introduction, Caroline M. Crawford & Sandra L. Hardy Overview and
Framework, Caroline M. Crawford & Sandra L. Hardy Chapter One: Learning
Communities in Practice and Induction: Implications for Professional
Development Organizations, Sandra L. Hardy Chapter Two: Qualities of
Effective Teacher Leaders, Meagan Musselman, Lynn Gannon Patterson & Greg
Gierhart Chapter Three: As the Moments Unfold: Developing Dispositions in
Student Teacher-Mentor Teacher Relationships, Janine S. Davis & Victoria B.
Fantozzi Chapter Four: An Enhanced Role for Cooperating Classroom Teachers
During Student Teaching: Effective Collaboration Within a Professional
Learning Community, Billi L. Bromer Chapter Five: Critical Understandings
of Classroom Teachers as Associated Teacher Educators on Learning in
Landscapes of Practice: A Case Study Approach, Sandra L. Hardy & Caroline
M. Crawford Afterword, Caroline M. Crawford & Sandra L. Hardy About the
Editors About the Contributors