nuke, Administradores
30 170
ediciones
Cambios
Ir a la navegación
Ir a la búsqueda
Busca en cnbGuatemala con Google
Serie prácticas educativas/18. Aprendizaje y desarrollo profesional docente/Referencias (editar)
Revisión del 04:37 20 sep 2017
, hace 6 añosPágina creada con «{{Título}} {{Like}} # Alton-Lee, A. (2003). ''Quality teaching for diverse students in schooling: Best evidence synthesis.'' Wellington, New Zealand: Ministry of Education...»
{{Título}}
{{Like}}
# Alton-Lee, A. (2003). ''Quality teaching for diverse students in schooling: Best evidence synthesis.'' Wellington, New Zealand: Ministry of Education.
# Black, P., & Wiliam, D. (1998). ''Inside the black box: Raising standards through classroom assessment.'' London: King’s College.
# Brophy, J. (1999). ''Teaching.'' International Bureau of Education. Available at www.ibe.unesco.org.
# Bryk, A., & Schneider, B. (2002). ''Trust in Schools: A Core Resource for Improvement.'' New York: Russell Sage Foundation.
# Butler, D., Lauscher, H., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. ''Teaching and Teacher Education,'' 20(5), pp. 435–455.
# Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. ''Educational Evaluation and Policy Analysis,'' 23(2), pp. 145–170.
# Cordingley, P., Bell, M., Isham, C., Evans, D., & Firth, A. (2007). Continuing Professional Development (CPD): What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? In ''Research Evidence in Education Library.'' London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
# Datnow, A., Foster, L., Kemper, E., Lasky, S., Rutherford, C., Schmidt, M., Stringfield, S., Sutherland, S., & Thomas, J. (2003). Five key factors in supporting comprehensive school reform. In N. Bascia, A. Cummins, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), ''International Handbook of Educational Policy'' (pp. 195–215). New York: Kluwer.
# Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.) (1999). ''How people learn: Bridging research and practice.'' Washington, DC: National Academy Press.
# Franke, M. L., Carpenter, T. P., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers’ selfsustaining, generative change in the context of professional development. ''Teaching and Teacher Education,'' 14(1), pp. 67–80.
# Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond (Ed.), ''Preparing teachers for a changing world: What teachers should learn and be able to do'' (pp. 358–389). San Francisco: John Wiley & Sons.
# Hattie, J., & Timperley, H. (2007). The power of feedback. ''Review of Educational Research,'' 77(1), pp. 81–112.
# Kennedy, M. M. (1998). ''Form and substance in inservice teacher education.'' Research Monograph No. 13. Madison, WI:National Institute for Science Education (NISE) Publications, University of Wisconsin-Madison.
# Lipman, P. (1997). Restructuring in context: A case study of teacher participation and the dynamics of ideology, race and power. ''American Educational Research Journal, 34(1)'', pp. 3–37.
#McNaughton, S., Lai, M. K., MacDonald, S., & Farry, S. (2004). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. ''Australian Journal of Language and Literacy, 27(3)'', pp. 184–197.
# Nye, B., Konstantanopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? ''Educational Evaluation and Policy Analysis, 26(3)'', pp. 237–257.
# Phillips, J. (2003). Powerful learning: Creating learning communities in urban school reform. ''Journal of Curriculum and Supervision, 18''(3), pp. 240–258.
#Robinson, V. (2007). School leadership and student outcomes: Identifying what works and why. William Walker Oration. ''Australian Council of Educational Leaders Monograph No. 41''. Australia: ACEL.
# Spillane, J. P. (1999). External reform initiatives and teachers’ efforts to reconstruct their practice: The mediating role of teachers’ zones of enactment. ''Journal of Curriculum Studies, 31''(2), pp. 143–175.
# Stallings, J., & Krasavage, E. M. (1986). Program implementation and student achievement in a four-year Madeline Hunter follow-through project. ''The Elementary School Journal, 87''(2), pp. 117–137.
# Stein, M., & Nelson, B. (2003). Leadership content knowledge. ''Educational Evaluation and Policy Analysis, 25''(4), pp. 423–448.
# Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. In G. Kelly, A. Luke, & J. Green (Eds.). Disciplines, knowledge and pedagogy. ''Review of Research in Education, 32'', Washington D.C. Sage Publications.
# Timperley, H., & Phillips, G. (2003). Changing and sustaining teachers’ expectations through professional development in literacy. ''Teaching and Teacher Education, 19,'' pp. 627–641.
# Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). ''Teacher Professional Learning and Development: Best Evidence Synthesis Iteration [BES].'' Wellington, New Zealand: Ministry of Education. Available at http://www.educationcounts.govt.nz/themes/BES
# Van der Sijde, P. (1989). The effect of a brief teacher training on student achievement. ''Teaching and Teacher Education, 5''(4), pp. 303–314.
# Wilson, S., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.), ''Review of Research in Education, 24'', pp. 173–209. Washington, D.C: Sage Publications.
[[Categoría:Herramientas]]
{{Like}}
# Alton-Lee, A. (2003). ''Quality teaching for diverse students in schooling: Best evidence synthesis.'' Wellington, New Zealand: Ministry of Education.
# Black, P., & Wiliam, D. (1998). ''Inside the black box: Raising standards through classroom assessment.'' London: King’s College.
# Brophy, J. (1999). ''Teaching.'' International Bureau of Education. Available at www.ibe.unesco.org.
# Bryk, A., & Schneider, B. (2002). ''Trust in Schools: A Core Resource for Improvement.'' New York: Russell Sage Foundation.
# Butler, D., Lauscher, H., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. ''Teaching and Teacher Education,'' 20(5), pp. 435–455.
# Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. ''Educational Evaluation and Policy Analysis,'' 23(2), pp. 145–170.
# Cordingley, P., Bell, M., Isham, C., Evans, D., & Firth, A. (2007). Continuing Professional Development (CPD): What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? In ''Research Evidence in Education Library.'' London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
# Datnow, A., Foster, L., Kemper, E., Lasky, S., Rutherford, C., Schmidt, M., Stringfield, S., Sutherland, S., & Thomas, J. (2003). Five key factors in supporting comprehensive school reform. In N. Bascia, A. Cummins, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), ''International Handbook of Educational Policy'' (pp. 195–215). New York: Kluwer.
# Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.) (1999). ''How people learn: Bridging research and practice.'' Washington, DC: National Academy Press.
# Franke, M. L., Carpenter, T. P., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers’ selfsustaining, generative change in the context of professional development. ''Teaching and Teacher Education,'' 14(1), pp. 67–80.
# Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond (Ed.), ''Preparing teachers for a changing world: What teachers should learn and be able to do'' (pp. 358–389). San Francisco: John Wiley & Sons.
# Hattie, J., & Timperley, H. (2007). The power of feedback. ''Review of Educational Research,'' 77(1), pp. 81–112.
# Kennedy, M. M. (1998). ''Form and substance in inservice teacher education.'' Research Monograph No. 13. Madison, WI:National Institute for Science Education (NISE) Publications, University of Wisconsin-Madison.
# Lipman, P. (1997). Restructuring in context: A case study of teacher participation and the dynamics of ideology, race and power. ''American Educational Research Journal, 34(1)'', pp. 3–37.
#McNaughton, S., Lai, M. K., MacDonald, S., & Farry, S. (2004). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. ''Australian Journal of Language and Literacy, 27(3)'', pp. 184–197.
# Nye, B., Konstantanopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? ''Educational Evaluation and Policy Analysis, 26(3)'', pp. 237–257.
# Phillips, J. (2003). Powerful learning: Creating learning communities in urban school reform. ''Journal of Curriculum and Supervision, 18''(3), pp. 240–258.
#Robinson, V. (2007). School leadership and student outcomes: Identifying what works and why. William Walker Oration. ''Australian Council of Educational Leaders Monograph No. 41''. Australia: ACEL.
# Spillane, J. P. (1999). External reform initiatives and teachers’ efforts to reconstruct their practice: The mediating role of teachers’ zones of enactment. ''Journal of Curriculum Studies, 31''(2), pp. 143–175.
# Stallings, J., & Krasavage, E. M. (1986). Program implementation and student achievement in a four-year Madeline Hunter follow-through project. ''The Elementary School Journal, 87''(2), pp. 117–137.
# Stein, M., & Nelson, B. (2003). Leadership content knowledge. ''Educational Evaluation and Policy Analysis, 25''(4), pp. 423–448.
# Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. In G. Kelly, A. Luke, & J. Green (Eds.). Disciplines, knowledge and pedagogy. ''Review of Research in Education, 32'', Washington D.C. Sage Publications.
# Timperley, H., & Phillips, G. (2003). Changing and sustaining teachers’ expectations through professional development in literacy. ''Teaching and Teacher Education, 19,'' pp. 627–641.
# Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). ''Teacher Professional Learning and Development: Best Evidence Synthesis Iteration [BES].'' Wellington, New Zealand: Ministry of Education. Available at http://www.educationcounts.govt.nz/themes/BES
# Van der Sijde, P. (1989). The effect of a brief teacher training on student achievement. ''Teaching and Teacher Education, 5''(4), pp. 303–314.
# Wilson, S., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.), ''Review of Research in Education, 24'', pp. 173–209. Washington, D.C: Sage Publications.
[[Categoría:Herramientas]]