Handbook of Professional Development in Education

Successful Models and Practices, Prek-12
Herausgeber: Martin, Linda E; Bauserman, Kathryn L; Quatroche, Diana J; Kragler, Sherry

• Gebundenes Buch

Produktbeschreibung

Synthesizing the best current knowledge on teacher professional development (PD), this handbook describes effective, innovative practices that are being used in schools today.

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Produktdetails

• Verlag: Guilford Publications
• Seitenzahl: 562
• Erscheinungstermin: 15. April 2014
• Englisch
• Abmessung: 263mm x 187mm x 35mm
• Gewicht: 1211g
• ISBN-13: 9781462515219
• ISBN-10: 1462515215
• Artikelnr.: 39891848

Autorenporträt

Linda E. Martin, EdD, is Professor of Elementary Education at Teachers College, Ball State University, where she serves as Director of Doctoral Programs for the Department of Elementary Education. For over two decades, she has worked with teachers across grades to develop effective literacy practices. Dr. Martin served for 7 years as a professional development liaison for Ball State, and helped to implement two large grants focused on teachers' literacy instruction in urban schools in the Midwest. Sherry Kragler, PhD, is Associate Professor of Childhood Education and Literacy Studies at the University of South Florida. She was previously a classroom teacher, curriculum specialist, and Title I reading teacher/coordinator. Dr. Kragler has worked with primary-grades teachers to improve their reading instruction and has conducted professional development programs on content-area reading, comprehension instruction, portfolio assessment, and other areas. Diana J. Quatroche, PhD, is Professor and Chair of the Department of Elementary, Early, and Special Education in the Bayh College of Education at Indiana State University. In addition to her classroom teaching experience, she has supervised school reading programs and coordinated Title I reading programs. She served for 6 years as a professional development liaison for Indiana State University, and developed the first professional development school while a faculty member at Southeast Missouri State University. Kathryn L. Bauserman, PhD, is Associate Professor in the Department of Elementary, Early, and Special Education in the Bayh College of Education at Indiana State University. She has cowritten and codirected five different 2-year grant projects in Indiana that focus on graduate-level teacher professional development through workshops for teachers.

Inhaltsangabe

Foreword, Andy Hargreaves
I. Professional Development, Past and Present
1. Teachers as Professionals: Evolving Definitions of Staff Development,
Ann Lieberman and Lynne Miller
2. Federal Investments in Professional Development: What Do 50 Years of
Experience Tell Us about What It Takes to Make a Difference?, Richard Long
3. High-Quality Research-Based Professional Development: An Essential for
Enhancing High-Quality Teaching, Allison Swan Dagen and Rita M. Bean
II. The Complexity of Professional Development in Today's Schools
4. Shaping the Contours of Professional Development, PreK-12: Successful
Models and Practices, D. Ray Reutzel and Sarah K. Clark
5. Changing the Relationship between Professional Development Policy and
the Practitioner's Role, Ann Jaquith
6. Communities, Schools, and Teachers, Mavis G. Sanders and Claudia Galindo
7. District Issues: Administrators at All Levels Involved In Teachers'
Professional Development, Marilyn Tallerico
8. Sociocultural Approaches to Professional Development: Engineering
Sustainable School Change, Taffy E. Raphael, Jaime Madison Vasquez, Angela
Joy Fortune, James R. Gavelek, and Kathryn H. Au
9. Professional Development in Early Childhood Education: Models and
Recommendations, Maryann Mraz and Brian Kissel
10. The Design and Implementation of Effective Professional Development in
Elementary and Early Childhood Settings, Priscilla L. Griffith, Jiening
Ruan, Jennifer Stepp, and Susan J. Kimmel
11. Effective Professional Development in Secondary Schools, Douglas Fisher
and Nancy Frey
III. Developing Solutions for Effective Professional Development
12. Characteristics of Adult Learning: Implications for the Design and
Implementation of Professional Development Programs, Ruth L. Rohlwing and
Maureen Spelman
13. Focusing Attention on Beliefs about Capability and Knowledge in
Teachers' Professional Development, Megan Tschannen-Moran and Jason A. Chen
14. Investing in Youth by Investing in Teachers: Transforming Adolescent
Literacy through Responsive Professional Development, William G. Brozo
15. Involving Teachers in Their Own Professional Development, Peter Youngs
and John Lane
16. Using Action Research to Target and Generate Professional Learning,
Jennifer Jacobs and Diane Yendol-Hoppey
17. Leading Professional Learning in Districts with a Student Learning
Culture, William A. Firestone and Melinda M. Mangin
18. Developing Partnerships through Collaboration to Promote Professional
Development, Shelley B. Wepner
19. Content Knowledge for Teaching: Framing Effective Professional
Development, Jennifer Merriman
20. Standards-Based Professional Learning and Certification: By the
Profession, for the Profession, Lawrence Ingvarson
21. The School as a Center of Inquiry, Bruce Joyce and Emily F. Calhoun
22. Supporting Professional Growth through External Resources, Diana J.
Quatroche, Kathryn L. Bauserman, and Leah Nellis
IV. Pulling It Together
23. Measuring the Effectiveness of Educators' Professional Development,
Thomas R. Guskey
24. Sustaining Teacher Professional Development, Laura M. Desimone and
Daniel Stuckey
25. Lessons Learned: What Our History and Research Tell Us about Teachers'
Professional Learning, Sherry Kragler, Linda E. Martin, and Ruth Sylvester
Appendix. Case Studies: Successful Schools That Have Supported Teachers'
Professional Development