CART

(0) items

Instructional Leadership : A Learning-Centered Guide,9780205354979

Instructional Leadership : A Learning-Centered Guide

by ;
Edition:
1st
ISBN13:

9780205354979

ISBN10:
0205354971
Format:
Paperback
Pub. Date:
1/1/2003
Publisher(s):
Allyn & Bacon
List Price: $51.80
More New and Used
from Private Sellers
Starting at $3.13
See Prices

Rent Textbook

We're Sorry
Sold Out

Used Textbook

We're Sorry
Sold Out

eTextbook

We're Sorry
Not Available

New Textbook

We're Sorry
Sold Out

Related Products


  • Instructional Leadership : A Research-Based Guide to Learning in Schools
    Instructional Leadership : A Research-Based Guide to Learning in Schools
  • Instructional Leadership : A Research-Based Guide to Learning in Schools
    Instructional Leadership : A Research-Based Guide to Learning in Schools
  • Instructional Leadership : A Research-Based Guide to Learning in Schools
    Instructional Leadership : A Research-Based Guide to Learning in Schools




Summary

This text goes beyond traditional supervision books and assumes that teachers and principals must work as colleagues to improve teaching and learning in schools. Traditional supervision in which the principal rates the effectiveness of teachers is an outmoded concept. This is the first text of its kind, written for principals and other instructional leaders to help them understand current theories of teaching and learning as well as the practical curriculum applications of these perspectives. This text uses a learning-centered approach that emphasizes making decisions that support student learning. This text addresses the critical aspects of the teaching-learning processstudent differences, learning, student motivation, teaching, classroom management, assessing student learning, and assessing and changing school climate and culture. Each chapter is grounded in the latest research and theory in that area and provides specific suggestions for applying that knowledge to practice.

Table of Contents

Preface xi
Introduction to Teaching and Learning
1(15)
The Role of Instructional Leader
2(1)
Student Differences
3(1)
Learning
4(1)
Motivation
5(1)
Teaching
6(1)
Classroom Management
7(1)
Assessing Student Learning
8(2)
Assessing and Changing School Culture and Climate
10(2)
Summary
12(1)
Develop Your Portfolio
13(1)
Instructional Leader's Toolbox
14(2)
Students
16(44)
Preview: Key Points
16(1)
Leadership Challenge
17(1)
Today's Multicultural Classrooms
18(3)
Cultural Diversity
18(1)
Language Differences in the Classroom
19(1)
Theory into Action Guidelines: Dialects
20(1)
Creating Culturally Compatible Classrooms
21(6)
Social Organization
22(1)
Cognitive and Learning Styles
23(3)
Participation Structures
26(1)
Sources of Misunderstandings
26(2)
Theory into Action Guidelines: Culturally Compatible Classrooms
28
Gender Differences in the Classroom
27(3)
Gender Bias in the Curriculum
27(1)
Sex Discrimination in Classrooms
27(2)
Sex Differences in Mental Abilities
29(1)
Eliminating Gender Bias
30(1)
Theory into Action Guidelines: Avoiding Sexism
31
Individual Differences in Intelligence
30(8)
What Does Intelligence Mean?
30(6)
What Does an IQ Score Mean?
36(1)
Theory into Action Guidelines: Interpreting Intelligence Test Scores
37(1)
Ability Differences in Teaching
38(4)
Between-Class Ability Grouping
38(1)
Within-Class Ability Grouping
39(1)
Gifted and Talented
39(1)
Theory into Action Guidelines: Ability Grouping
40(2)
Students with Learning Challenges
42(10)
Hyperactivity and Attention Disorders
42(2)
Learning Disabilities
44(2)
Integration, Mainstreaming, and Inclusion
46(3)
Effective Teaching in Inclusion Classrooms
49(2)
Theory into Action Guidelines: Productive Family Conferences
51(1)
Summary
52(4)
Key Terms
56(1)
Some Ideas for Your Portfolio
57(1)
Instructional Leader's Toolbox
57(3)
Learning
60(50)
Preview: Key Points
61(1)
Leadership Challenge
61(1)
What Is Learning?
62(1)
Behavioral View of Learning
63(4)
Types of Consequences
63(2)
Antecedents and Behavior Change
65(2)
Teaching Applications of Behavioral Theories
67(3)
Contingency Contract Programs
67(2)
Theory into Action Guidelines: Using Reinforcement and Punishment
69(1)
Cognitive Views of Learning
70(13)
Knowledge and Learning
72(1)
An Information Processing Model
73(1)
Sensory Memory
74(1)
Working Memory
75(1)
Theory into Action: Capturing Attention
76(1)
Long-Term Memory
77(2)
Storing and Retrieving Information in Long-Term Memory
79(2)
Metacognition, Regulation, and Individual Differences
81(1)
Theory into Action Guidelines: Applying Information Processing
82(1)
Cognitive Contributions: Learning Strategies and Tactics
83(6)
Deciding What Is Important
84(2)
Visual Tools for Organizing
86(1)
Mnemonics
87(1)
Reading Strategies
88(1)
Constructivist Theories of Learning
89(5)
Constructivist Views of Learning
89(1)
Theory into Action Guidelines: Learning Strategies
90(2)
Is the World Knowable?
92(1)
Knowledge: Situated or General?
93(1)
Teaching Applications of Constructivist Perspectives
94(11)
Elements of Constructivist Teaching
94(3)
Inquiry Learning
97(2)
Problem-Based Learning
99(1)
Cognitive Apprenticeships
100(1)
Group Work and Cooperation in Learning
101(4)
Summary
105(2)
Theory into Action Guidelines: Explaining Innovations
106(1)
Key Terms
107(1)
Some Ideas for Your Portfolio
107(1)
Instructional Leader's Toolbox
108(2)
Motivation
110(40)
Preview: Key Points
111(1)
Leadership Challenge
111(1)
Motivation-A Definition
112(4)
Intrinsic and Extrinsic Motivation
112(1)
Four General Approaches to Motivation
113(2)
Motivation to Learn in School
115(1)
Goals and Motivation
116(2)
Types of Goals
116(2)
Goals: Lessons for Teachers and Principals
118(1)
Needs and Motivation
118(5)
Maslow's Hierarchy
118(1)
Theory into Action Guidelines: Family and Community Partnerships
119(1)
Achievement Motivation
120(1)
The Need for Self-Determination
120(1)
The Need for Social Support
121(1)
Needs and Motivation: Lessons for Teachers and Principals
121(1)
Theory into Practice Guidelines: Supporting Self-Determination
122(1)
Attributions, Beliefs, and Motivation
123(8)
Attribution Theory
123(3)
Beliefs about Ability
126(1)
Beliefs about Self Efficacy
127(3)
Attributions, Achievement Motivation, and Self-Worth
130(1)
Attributions and Beliefs: Lessons for Teachers and Principals
131(1)
Interests and Emotions
131(6)
Theory into Action Guidelines: Encouraging Self-Worth and Self-Efficacy
132(1)
Tapping Interests
132(1)
Theory into Action Guidelines: Building on Students' Interests
133(1)
Arousal: Excitement and Anxiety in Learning
134(3)
Strategies to Encourage Motivation and Thoughtful Learning
137(6)
Necessary Conditions in Classrooms
137(1)
Theory into Action Guidelines: Dealing with Anxiety
138(1)
Can I Do It? Building Confidence and Positive Expectations
139(1)
Do I Want to Do It? Seeing the Value of Learning
140(2)
What Do I Need to Do to Succeed? Staying Focused on the Task
142(1)
How Do Beginning Teachers Motivate Students?
143(1)
Summary
143(4)
Key Terms
147(1)
Some Ideas for Your Portfolio
147(1)
Instructional Leader's Toolbox
147(3)
Teaching
150(37)
Preview: Key Points
150(1)
Leadership Challenge
151(1)
What Is a Good Teacher?
151(4)
Inside Five Classrooms
151(2)
Expert Teachers
153(2)
Concerns of Teachers
155(1)
The First Step: Planning
155(9)
Objectives for Learning
156(3)
Theory into Action Guidelines: Developing Objectives
159(1)
Flexible and Creative Plans-Using Taxonomies
159(3)
Another View: Planning from a Constructivist Perspective
162(2)
Successful Teaching: Focus on the Teacher
164(7)
Characteristics of Effective Teachers
165(2)
Teacher Effects
167(1)
Theory into Action Guidelines: Characteristics of Good Teachers
168(3)
Teaching for Understanding: Focus on the Subject
171(9)
Learning to Read and Write
171(2)
Learning and Teaching Mathematics
173(3)
Learning Science
176(1)
A Model for Good Subject Matter Teaching
177(1)
Theory into Action Guidelines: Conceptual Change Teaching
178(1)
Criticisms of Constructivist Approaches to Subject Teaching
179(1)
Beyond Models to Outstanding Teaching
180(1)
Cautions: Where's the Learning?
181(1)
Summary
182(2)
Key Terms
184(1)
Some Ideas for Your Portfolio
184(1)
Instructional Leader's Toolbox
184(3)
Classroom Management
187(46)
Preview: Key Points
188(1)
Leadership Challenge
188(1)
Organizing the Learning Environment
189(3)
The Basic Task: Gain Their Cooperation
189(1)
Managing the Learning Environment
190(2)
Creating a Positive Learning Environment: Some Research Results
192(10)
Rules and Procedures
193(1)
Theory into Action Guidelines: Rules and Procedures
194(3)
Planning Spaces for Learning
197(3)
Theory into Action Guidelines: Designing Learning Spaces
200(2)
Getting Started: The First Weeks of Class
202(1)
Effective Classroom Managers for Elementary Students
202(1)
Effective Classroom Managers for Secondary Students
203(1)
Creating a Learning Community
203(2)
The Three Cs of Classroom Management
204(1)
Getting Started on Community
205(1)
Maintaining a Good Learning Environment
205(3)
Encouraging Engagement
205(1)
Theory into Action Guidelines: Encouraging Student Accountability
206(1)
Prevention Is the Best Medicine
207(1)
Dealing with Discipline Problems
208(5)
Special Problems with Secondary Students
209(1)
Theory into Action Guidelines: Penalties
210(1)
Special Programs for Classroom Management
211(2)
The Need for Communication
213(7)
Message Sent-Message Received
213(1)
Diagnosis: Whose Problem Is It?
213(1)
Counseling: The Student's Problem
214(1)
Confrontation and Assertive Discipline
215(2)
Student Conflicts and Confrontations
217(2)
Communicating with Families about Classroom Management
219(1)
Designing Motivating Learning Environments on Target for Learning
220(8)
Theory into Action Guidelines: Working with Families
220(1)
Authentic Tasks
221(1)
Supporting Autonomy
221(4)
Recognizing Accomplishment
225(1)
Grouping
225(2)
Evaluation
227(1)
Time
228(1)
Summary
228(2)
Key Terms
230(1)
Some Ideas for Your Portfolio
230(1)
Instructional Leader's Toolbox
231(2)
Assessing Student Learning
233(41)
Preview: Key Points
233(1)
Leadership Challenge
234(1)
Evaluation, Measurement, and Assessment
234(2)
Norm-Referenced Tests
235(1)
Criterion-Referenced Tests
236(1)
What Do Test Scores Mean?
236(8)
Basic Concepts
237(1)
Types of Scores
238(4)
Interpreting Test Scores
242(2)
Types of Standardized Tests
244(5)
Achievement Tests: What Has the Student Learned?
244(3)
Diagnostic Tests: What Are the Student's Strengths and Weaknesses?
247(1)
Aptitude Tests: How Well Will the Student Do in the Future?
248(1)
Issues in Standardized Testing
249(6)
The Uses of Testing in American Society
249(1)
Theory into Action Guidelines: Family Partnerships for Using Test Results
250(2)
Advantages in Taking Tests-Fair and Unfair
252(3)
New Directions in Standardized Testing and Classroom Assessment
255(11)
Theory into Action Guidelines: Becoming an Expert Test-Taker
256(1)
Authentic Assessment
257(1)
Authentic Classroom Tests
258(1)
Performance in Context: Portfolios and Exhibitions
258(3)
Theory into Action Guidelines: Student Portfolios
261(1)
Evaluating Portfolios and Performances
262(3)
Theory into Action Guidelines: Developing a Rubric
265(1)
Getting the Most from Traditional Tests
265(1)
Effects of Grades and Grading on Students
266(3)
Effects of Failure
267(1)
Effects of Feedback
268(1)
Grades and Motivation
268(1)
Theory into Action Guidelines: Grading
269(1)
Summary
269(2)
Key Terms
271(1)
Some Ideas for Your Portfolio
271(1)
Instructional Leader's Toolbox
272(2)
Assessing and Changing School Culture and Climate
274(38)
Preview: Key Points
274(1)
Leadership Challenge
275(1)
The School Workplace
275(1)
Organizational Culture
276(7)
Levels of Culture
276(5)
Functions of Culture
281(1)
Common Elements of Culture
281(1)
Some General Propositions about School Culture
281(2)
Organizational Climate
283(7)
Organizational Climate: Open to Closed
283(1)
A Revised OCDQ
284(3)
Climate Types
287(2)
The OCDQ: Some Implications
289(1)
Organizational Climate: Healthy To Unhealthy
290(6)
Dimensions of Organizational Health
291(2)
Organizational Health Inventory (OHI-S)
293(2)
The OHI: Some Implications
295(1)
Collective Efficacy
296(3)
Changing School Climate
299(10)
Some Assumptions about Change in Schools
299(1)
The Case of Martin Luther King, Jr. High School: An Example
300(1)
A Problem
301(1)
An Organizational Development Model
302(1)
Back to Martin Luther King, Jr. High School
302(7)
Summary
309(1)
Key Terms
310(1)
Some Ideas for Your Portfolio
310(1)
Instructional Leader's Toolbox
311(1)
Appendices 312(51)
Index 363


Please wait while the item is added to your cart...