Details
Actionable Feedback to PK-12 Teachers
Bridging Theory and Practice
CHF 35.00 |
|
Verlag: | Rowman & Littlefield Publishers |
Format: | |
Veröffentl.: | 12.03.2023 |
ISBN/EAN: | 9781475866209 |
Sprache: | englisch |
Anzahl Seiten: | 210 |
DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.
Beschreibungen
<p><span>Actionable Feedback to PK-12 Teachers </span><span>provides practical applications for those who conduct teacher classroom observations and provide feedback for growth. Leaders will learn strategies to support content and program area teachers with effective feedback practices. The book supplements effective instructional practices and includes strategies for useful modifications of mandated uniform observation instruments. The collection of thirteen chapters in this edited text includes:</span></p>
<ul>
<li><span>Supervisory theories</span></li>
<li><span>Developmental and differentiated feedback</span></li>
<li><span>Applying human resource orientation to supervision</span></li>
<li><span>Using classroom video for supervision</span></li>
<li><span>Feedback for equitable change</span></li>
<li><span>Feedback for culturally responsive instruction</span></li>
<li><span>Teacher supervision in: STEM, literacy, early childhood education, gifted education, career and technical education, and virtual schools</span></li>
</ul>
<p><span>After reading </span><span>Actionable Feedback to PK-12 Teachers</span><span>, readers will be equipped with foundational knowledge as well as specific feedback strategies for supervising programs and content areas. Readers will develop skills in providing effective feedback that promotes teacher growth leading to instructional strategies that increases student learning. </span></p>
<ul>
<li><span>Supervisory theories</span></li>
<li><span>Developmental and differentiated feedback</span></li>
<li><span>Applying human resource orientation to supervision</span></li>
<li><span>Using classroom video for supervision</span></li>
<li><span>Feedback for equitable change</span></li>
<li><span>Feedback for culturally responsive instruction</span></li>
<li><span>Teacher supervision in: STEM, literacy, early childhood education, gifted education, career and technical education, and virtual schools</span></li>
</ul>
<p><span>After reading </span><span>Actionable Feedback to PK-12 Teachers</span><span>, readers will be equipped with foundational knowledge as well as specific feedback strategies for supervising programs and content areas. Readers will develop skills in providing effective feedback that promotes teacher growth leading to instructional strategies that increases student learning. </span></p>
<p><span>This text offers feedback strategies to teacher supervisors. Readers will acquire knowledge, resources, and activities leading to feedback that is specific, sensitive to context and content, and informed by best practice. </span></p>
<p><span>Acknowledgments</span></p>
<p><span>Series Editor’s Introduction</span></p>
<p><span>Editors’ Introduction</span></p>
<p><span>Section 1. The Big Picture of Supervision & Feedback</span></p>
<p><span>Chapter 1. Promising Supervisory Theories and Strategies for Instructional Improvement</span></p>
<p><span>Chapter 2. Feedback: Theory, Research, and Process</span></p>
<p><span>Chapter 3. Developmental and Differentiated Feedback for Educators</span></p>
<p><span>Chapter 4. A Strategic Human Resource Orientation to Teacher Supervision</span></p>
<p><span>Chapter 5. The Use of Video Analysis in Supervision</span></p>
<p><span>Chapter 6. Culturally Responsive Instructional Supervision: (Re)Envisioning Feedback for Equitable Change</span></p>
<p><span>Chapter 7. Feedback to Improve Culturally Responsive Instruction</span></p>
<p><span>Section 2. Specific Applications of Feedback</span></p>
<p><span>Chapter 8. Building Leadership Content Knowledge to Supervise Teachers in STEM Disciplines</span></p>
<p><span>Chapter 9. Research-based Supervision and Feedback Practices in Literacy Instruction</span></p>
<p><span>Chapter 10. </span><span>Leadership Content Knowledge for Early Childhood: Making Feedback Meaningful</span></p>
<p><span>Chapter 11. Supervision and Observation in the Gifted Education Classroom</span></p>
<p><span>Chapter 12. The Value and Necessity of Differentiation in Observation and Feedback for Career</span></p>
<p><span>and Technical Education Teachers </span></p>
<p><span>Chapter 13. Supervising in a Virtual School Context</span></p>
<p><span>Themes and Future Directions</span></p>
<p><span>About the Contributors</span></p>
<p><span>Index</span></p>
<p></p>
<p><span>Series Editor’s Introduction</span></p>
<p><span>Editors’ Introduction</span></p>
<p><span>Section 1. The Big Picture of Supervision & Feedback</span></p>
<p><span>Chapter 1. Promising Supervisory Theories and Strategies for Instructional Improvement</span></p>
<p><span>Chapter 2. Feedback: Theory, Research, and Process</span></p>
<p><span>Chapter 3. Developmental and Differentiated Feedback for Educators</span></p>
<p><span>Chapter 4. A Strategic Human Resource Orientation to Teacher Supervision</span></p>
<p><span>Chapter 5. The Use of Video Analysis in Supervision</span></p>
<p><span>Chapter 6. Culturally Responsive Instructional Supervision: (Re)Envisioning Feedback for Equitable Change</span></p>
<p><span>Chapter 7. Feedback to Improve Culturally Responsive Instruction</span></p>
<p><span>Section 2. Specific Applications of Feedback</span></p>
<p><span>Chapter 8. Building Leadership Content Knowledge to Supervise Teachers in STEM Disciplines</span></p>
<p><span>Chapter 9. Research-based Supervision and Feedback Practices in Literacy Instruction</span></p>
<p><span>Chapter 10. </span><span>Leadership Content Knowledge for Early Childhood: Making Feedback Meaningful</span></p>
<p><span>Chapter 11. Supervision and Observation in the Gifted Education Classroom</span></p>
<p><span>Chapter 12. The Value and Necessity of Differentiation in Observation and Feedback for Career</span></p>
<p><span>and Technical Education Teachers </span></p>
<p><span>Chapter 13. Supervising in a Virtual School Context</span></p>
<p><span>Themes and Future Directions</span></p>
<p><span>About the Contributors</span></p>
<p><span>Index</span></p>
<p></p>
<p><span>Alyson L. Lavigne </span><span>is an Associate Professor of Instructional Leadership at Utah State University. </span><span>Using her training in educational psychology and classroom research, Lavigne conducts research on teacher retention, teachers’ beliefs, teacher supervision and evaluation, and culturally and linguistically minoritized students’ experiences.</span></p>
<p></p>
<p><span>Mary Lynne Derrington</span><span> is an Associate Professor at the University of Tennessee in the Educational Leadership and Policy Studies Department. She teaches courses in teacher supervision and advance leadership. Derrington conducts K-12 school leadership research with focus on teacher supervision and evaluation. </span></p>
<p></p>
<p></p>
<p><span>Mary Lynne Derrington</span><span> is an Associate Professor at the University of Tennessee in the Educational Leadership and Policy Studies Department. She teaches courses in teacher supervision and advance leadership. Derrington conducts K-12 school leadership research with focus on teacher supervision and evaluation. </span></p>
<p></p>