|
Tác giả CN
| Whitehead, David. | |
Nhan đề
| The year affter: sustaining the effects of literacy professional development In New Zealand secondary schools /David Whitehead | |
Thông tin xuất bản
| 2010 | |
Mô tả vật lý
| p. 133-149 | |
Tóm tắt
| This paper describes some key characteristics of two secondary schools that were able to sustain benefits accrued From fended, externally facilitated literacy professional devel¬opment intervention, during the year after facilitation had ceased. Characteristics that, hvgeiher, signal a school with the potential to sustain gains in understanding about learn¬ing and literacy included the role of key people in building a critical mass community idpmctlce. the theoretical and learner-focused nature of professional learning sessions built around an inquiry cycle, the use of intellectual resources focused more broadly on learning rather than literacy and the use of literacy data to facilitate evidence-based teaching | |
Đề mục chủ đề
| Ngôn ngữ--TVĐHHN. | |
Thuật ngữ không kiểm soát
| School organisation. | |
Thuật ngữ không kiểm soát
| Secondary schools. | |
Thuật ngữ không kiểm soát
| Sustainability. | |
Thuật ngữ không kiểm soát
| Literacy practices. | |
Thuật ngữ không kiểm soát
| Professional learning. | |
Nguồn trích
| Language and education- 2010, Vol24, N.2 |
| |
000
| 00000nab a2200000 a 4500 |
|---|
| 001 | 40751 |
|---|
| 002 | 2 |
|---|
| 004 | 51291 |
|---|
| 005 | 202007220842 |
|---|
| 008 | 160818s2010 | a 000 0 eng d |
|---|
| 009 | 1 0 |
|---|
| 039 | |a20200722084206|bhuongnt|y20160818100751|zkhiembt |
|---|
| 041 | 0|aeng |
|---|
| 100 | 1|aWhitehead, David. |
|---|
| 245 | 14|aThe year affter: sustaining the effects of literacy professional development In New Zealand secondary schools /|cDavid Whitehead |
|---|
| 260 | |c2010 |
|---|
| 300 | |ap. 133-149 |
|---|
| 362 | 0|aVol 24 (March 2010) |
|---|
| 520 | |aThis paper describes some key characteristics of two secondary schools that were able to sustain benefits accrued From fended, externally facilitated literacy professional devel¬opment intervention, during the year after facilitation had ceased. Characteristics that, hvgeiher, signal a school with the potential to sustain gains in understanding about learn¬ing and literacy included the role of key people in building a critical mass community idpmctlce. the theoretical and learner-focused nature of professional learning sessions built around an inquiry cycle, the use of intellectual resources focused more broadly on learning rather than literacy and the use of literacy data to facilitate evidence-based teaching |
|---|
| 650 | 17|aNgôn ngữ|2TVĐHHN. |
|---|
| 653 | |aSchool organisation. |
|---|
| 653 | |aSecondary schools. |
|---|
| 653 | |aSustainability. |
|---|
| 653 | 0|aLiteracy practices. |
|---|
| 653 | 0 |aProfessional learning. |
|---|
| 773 | 0|tLanguage and education|g2010, Vol24, N.2 |
|---|
| 890 | |a0|b0|c0|d0 |
|---|
| |
Không có liên kết tài liệu số nào
|
|
|
|