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008 001101s2001 nhua b 001 0 eng
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042 _apcc
050 0 0 _aPE1066
_b.S978 2001
100 1 _aLyons, Carol A.
_e1
245 1 0 _aSystems for change in literacy education :
_ba guide to professional development /
_cCarol A. Lyons and Gay Su Pinnell.
260 _aPortsmouth, New Hampshire :
_bHeinemann,
_c(c)2001.
300 _ax, 262 pages :
_billustrations ;
_c28 cm
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
504 _a2
505 0 0 _aSECTION ONE: DEVELOPING TEACHERS' CONCEPTUAL KNOWLEDGE AND SKILLS --
_tUnderstanding and supporting adult learning --
_tA framework for the effective professional development of literacy educators --
_tLearning to be literate --
_tTeaching literacy: what teachers need to know --
505 0 0 _aSECTION TWO: IMPLEMENTING HIGH-QUALITY PROFESSIONAL DEVELOPMENT --
_tOrganizing and implementing a professional development system --
_tPlanning a professional development course for literacy educators --
_tAssessing the classroom context --
_tIntroducing, demonstrating, and trying new procedures --
505 0 0 _aSECTION THREE: ENABLING PROFESSIONAL DEVELOPMENT THROUGH COACHING --
_tAnalyzing teaching in preparation for coaching --
_tAnalyzing literacy teaching --
_tCoaching for shifts in teaching --
_tEstablishing the analytic/reflective cycle --
505 0 0 _aSECTION FOUR: SUPPORTING LASTING CHANGE --
_tSupporting and extending learning --
_tThe challenge of professional development --
_tDesign, professional development, and performance standards --
_tMaking the most of what we know --
505 0 0 _aA DAY OF LEARNING --
_tAppendix A. Learning from teachers and school-based teacher educators --
_tAppendix B. Detailed guided reading and interactive writing scales --
_tAppendix C. Blank forms.
520 0 _aTwice before, Carol Lyons and Gay Su Pinnell teamed up as coauthors and helped tens of thousands of literacy educators transform classroom practice. Now, with their latest collaboration, Lyons and Pinnell turn their eye to K-6 literacy teachers' professional development, offering the theories, designs, guidelines, examples, and materials needed to bring about schoolwide, long-lasting change. Lyons and Pinnell asked themselves: "What if we could create more and better ways for teachers to learn from their own teaching? What if we could provide high-quality, ongoing professional development and coaching for literacy teachers that result in improving their students' achievement?" Well, they could . . . and they did.
_bSystems for Change offers specificand, quite often, uniquesuggestions for planning and implementing a literacy professional development course. Everything is covered, including how to get started the right way, what materials are needed and where to find them, what are the best activities for effective, hands-on practice, and how to develop K-6 inservice courses throughout the year. Particular emphasis is placed on how to help teachers of the reading and writing processes improve via coaching. Most books about teacher-education processes are generic in their descriptions. This one is different. It is uniquely designed to enable staff developers and teacher educators to help teachers become effective in their teaching of the reading and writing processes. A framework for conceptualizing professional development programs is presented, along with guidelines, descriptions, and examples for using this framework to create a comprehensive K-6 professional development literacy program.
_cAMAZON
_uhttps://www.amazon.com/Systems-Change-Literacy-Education-Professional/dp/0325002827/ref=sr_1_1?crid=3FSRDCK9F43SW&keywords=9780325002828&qid=1681241884&sprefix=9%2Caps%2C118&sr=8-1
530 _a2
_uhttps://ciu.libwizard.com/f/copyright-requests
650 0 _aEnglish teachers
_xTraining of.
650 0 _aLanguage arts teachers
_xTraining of.
650 0 _aLanguage arts (Elementary)
650 0 _aLiteracy.
650 0 _aLanguage arts (Primary)
650 1 _aEnglish teachers
700 1 _aPinnell, Gay Su.
_e1
942 _n0
_QCC
_c1
_hPE
_m2001
_dCynthia Snell
948 _hHELD BY SBI - 306 OTHER HOLDINGS
999 _c74863
_d74863
902 _a1
_bCynthia Snell
_c1
_dCynthia Snell