Instructional Leadership: A Learning-Centered Guide

by Woolfolk Hoy, Anita; Hoy, Wayne Kolter

• ISBN13: 9780205354979
• ISBN10: 0205354971
• Edition: 1st
• Format: Paperback
• Copyright: 2003-01-01
• Publisher: Allyn & Bacon

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