Actionable Feedback to PK-12 Teachers

Herausgeber: Derrington, Mary Lynne; Lavigne, Alyson L.

• Gebundenes Buch

Produktbeschreibung

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.

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Produktdetails

• Bridging Theory and Practice
• Verlag: Rowman & Littlefield Publishers
• Seitenzahl: 210
• Erscheinungstermin: 12. März 2023
• Englisch
• Abmessung: 235mm x 157mm x 17mm
• Gewicht: 501g
• ISBN-13: 9781475866186
• ISBN-10: 1475866186
• Artikelnr.: 66352381

Autorenporträt

Alyson L. Lavigne is an Associate Professor of Instructional Leadership at Utah State University. 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. Mary Lynne Derrington 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.

Inhaltsangabe

Acknowledgments
Series Editor's Introduction
Editors' Introduction
Section 1. The Big Picture of Supervision & Feedback
Chapter 1. Promising Supervisory Theories and Strategies for Instructional
Improvement
Chapter 2. Feedback: Theory, Research, and Process
Chapter 3. Developmental and Differentiated Feedback for Educators
Chapter 4. A Strategic Human Resource Orientation to Teacher Supervision
Chapter 5. The Use of Video Analysis in Supervision
Chapter 6. Culturally Responsive Instructional Supervision: (Re)Envisioning
Feedback for Equitable Change
Chapter 7. Feedback to Improve Culturally Responsive Instruction
Section 2. Specific Applications of Feedback
Chapter 8. Building Leadership Content Knowledge to Supervise Teachers in
STEM Disciplines
Chapter 9. Research-based Supervision and Feedback Practices in Literacy
Instruction
Chapter 10. Leadership Content Knowledge for Early Childhood: Making
Feedback Meaningful
Chapter 11. Supervision and Observation in the Gifted Education Classroom
Chapter 12. The Value and Necessity of Differentiation in Observation and
Feedback for Career
and Technical Education Teachers
Chapter 13. Supervising in a Virtual School Context
Themes and Future Directions
About the Contributors
Index