Evaluating Literacy Instruction
Principles and Promising Practices
Herausgeber: Gabriel, Rachael E; Allington, Richard L
Schade – dieser Artikel ist leider ausverkauft. Sobald wir wissen, ob und wann der Artikel wieder verfügbar ist, informieren wir Sie an dieser Stelle.
Evaluating Literacy Instruction
Principles and Promising Practices
Herausgeber: Gabriel, Rachael E; Allington, Richard L
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
This essential book for all literacy educators illuminates the intersection of research on literacy instruction and teacher evaluation and offers a range of perspectives on tools, systems, and policies for the evaluation of teaching.
This essential book for all literacy educators illuminates the intersection of research on literacy instruction and teacher evaluation and offers a range of perspectives on tools, systems, and policies for the evaluation of teaching.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 200
- Erscheinungstermin: 27. August 2015
- Englisch
- Abmessung: 226mm x 152mm x 13mm
- Gewicht: 318g
- ISBN-13: 9781138843592
- ISBN-10: 1138843598
- Artikelnr.: 42456937
- Verlag: Taylor & Francis
- Seitenzahl: 200
- Erscheinungstermin: 27. August 2015
- Englisch
- Abmessung: 226mm x 152mm x 13mm
- Gewicht: 318g
- ISBN-13: 9781138843592
- ISBN-10: 1138843598
- Artikelnr.: 42456937
Rachael E. Gabriel is Assistant Professor of Reading Education, Neag School of Education, University of Connecticut, USA. Richard L. Allington is Professor of Education, Literacy Studies Program, University of Tennessee, USA.
Preface
1. Introduction
Rachael E. Gabriel and Richard L. Allington
Section I: Crafting Systems and Policies for Evaluating Literacy
Instruction
2. Evaluating the Structure and Content of Observation Instruments
Rachael E. Gabriel and Sarah Woulfin
3. How the Tests Used in Evaluating Reading Misrepresent Student
Development and Teacher Effectiveness
Peter Afflerbach
4. Considerations for Evaluating Instruction for English Language Learners
Sultan Turkan
5. The Practice and Evaluation of Culturally Responsive Literacy for
English Language Learners in the 21st Century
Alyson Lavigne and Tammy Oberg De La Gaza
6. The Development of a Classroom Observation System for First-Grade
Writing Instruction
David Coker, Elizabeth Farley-Ripple, Huijing Wen, and Allison Jackson
Section II. Examples of Alternative Systems/Approaches for Evaluating
Literacy Instruction
7. Using the School Change Observation Scheme to Support Effective Literacy
Instruction
Debra S. Peterson
8. Assessing Literacy Teaching: Using the Text Environment as a Window into
the Examination of Literacy Practices
Misty Sailors and James Hoffman
9. The Use of Formative Assessment to Improve Instruction of English
Learners and Evaluation of Teachers
Francesca López, Patrick Proctor, and Martin Scanlon
10. What Does Effective Teaching Really Look Like? The Observations of
Effective Teaching in Reading (OET-Reading) Systems
Carol Connor, Sarah Ingebrand, and Nicole Sparapani
11. When Leadership Skills Are Not Enough: The Role of Principals in
High-Stakes Observations
Steven T. McAbee
Contributors
Index
1. Introduction
Rachael E. Gabriel and Richard L. Allington
Section I: Crafting Systems and Policies for Evaluating Literacy
Instruction
2. Evaluating the Structure and Content of Observation Instruments
Rachael E. Gabriel and Sarah Woulfin
3. How the Tests Used in Evaluating Reading Misrepresent Student
Development and Teacher Effectiveness
Peter Afflerbach
4. Considerations for Evaluating Instruction for English Language Learners
Sultan Turkan
5. The Practice and Evaluation of Culturally Responsive Literacy for
English Language Learners in the 21st Century
Alyson Lavigne and Tammy Oberg De La Gaza
6. The Development of a Classroom Observation System for First-Grade
Writing Instruction
David Coker, Elizabeth Farley-Ripple, Huijing Wen, and Allison Jackson
Section II. Examples of Alternative Systems/Approaches for Evaluating
Literacy Instruction
7. Using the School Change Observation Scheme to Support Effective Literacy
Instruction
Debra S. Peterson
8. Assessing Literacy Teaching: Using the Text Environment as a Window into
the Examination of Literacy Practices
Misty Sailors and James Hoffman
9. The Use of Formative Assessment to Improve Instruction of English
Learners and Evaluation of Teachers
Francesca López, Patrick Proctor, and Martin Scanlon
10. What Does Effective Teaching Really Look Like? The Observations of
Effective Teaching in Reading (OET-Reading) Systems
Carol Connor, Sarah Ingebrand, and Nicole Sparapani
11. When Leadership Skills Are Not Enough: The Role of Principals in
High-Stakes Observations
Steven T. McAbee
Contributors
Index
Preface
1. Introduction
Rachael E. Gabriel and Richard L. Allington
Section I: Crafting Systems and Policies for Evaluating Literacy
Instruction
2. Evaluating the Structure and Content of Observation Instruments
Rachael E. Gabriel and Sarah Woulfin
3. How the Tests Used in Evaluating Reading Misrepresent Student
Development and Teacher Effectiveness
Peter Afflerbach
4. Considerations for Evaluating Instruction for English Language Learners
Sultan Turkan
5. The Practice and Evaluation of Culturally Responsive Literacy for
English Language Learners in the 21st Century
Alyson Lavigne and Tammy Oberg De La Gaza
6. The Development of a Classroom Observation System for First-Grade
Writing Instruction
David Coker, Elizabeth Farley-Ripple, Huijing Wen, and Allison Jackson
Section II. Examples of Alternative Systems/Approaches for Evaluating
Literacy Instruction
7. Using the School Change Observation Scheme to Support Effective Literacy
Instruction
Debra S. Peterson
8. Assessing Literacy Teaching: Using the Text Environment as a Window into
the Examination of Literacy Practices
Misty Sailors and James Hoffman
9. The Use of Formative Assessment to Improve Instruction of English
Learners and Evaluation of Teachers
Francesca López, Patrick Proctor, and Martin Scanlon
10. What Does Effective Teaching Really Look Like? The Observations of
Effective Teaching in Reading (OET-Reading) Systems
Carol Connor, Sarah Ingebrand, and Nicole Sparapani
11. When Leadership Skills Are Not Enough: The Role of Principals in
High-Stakes Observations
Steven T. McAbee
Contributors
Index
1. Introduction
Rachael E. Gabriel and Richard L. Allington
Section I: Crafting Systems and Policies for Evaluating Literacy
Instruction
2. Evaluating the Structure and Content of Observation Instruments
Rachael E. Gabriel and Sarah Woulfin
3. How the Tests Used in Evaluating Reading Misrepresent Student
Development and Teacher Effectiveness
Peter Afflerbach
4. Considerations for Evaluating Instruction for English Language Learners
Sultan Turkan
5. The Practice and Evaluation of Culturally Responsive Literacy for
English Language Learners in the 21st Century
Alyson Lavigne and Tammy Oberg De La Gaza
6. The Development of a Classroom Observation System for First-Grade
Writing Instruction
David Coker, Elizabeth Farley-Ripple, Huijing Wen, and Allison Jackson
Section II. Examples of Alternative Systems/Approaches for Evaluating
Literacy Instruction
7. Using the School Change Observation Scheme to Support Effective Literacy
Instruction
Debra S. Peterson
8. Assessing Literacy Teaching: Using the Text Environment as a Window into
the Examination of Literacy Practices
Misty Sailors and James Hoffman
9. The Use of Formative Assessment to Improve Instruction of English
Learners and Evaluation of Teachers
Francesca López, Patrick Proctor, and Martin Scanlon
10. What Does Effective Teaching Really Look Like? The Observations of
Effective Teaching in Reading (OET-Reading) Systems
Carol Connor, Sarah Ingebrand, and Nicole Sparapani
11. When Leadership Skills Are Not Enough: The Role of Principals in
High-Stakes Observations
Steven T. McAbee
Contributors
Index