European Parliament Library

Developing habits of noticing in literacy and language classrooms, research and practice across professional cultures, edited by Alyson Simpson, Francesca Pomerantz, Douglas Kaufman and Sue Ellis

Label
Developing habits of noticing in literacy and language classrooms, research and practice across professional cultures, edited by Alyson Simpson, Francesca Pomerantz, Douglas Kaufman and Sue Ellis
Language
eng
Bibliography note
Includes bibliographical references and index
Index
no index present
Literary Form
non fiction
Main title
Developing habits of noticing in literacy and language classrooms
Nature of contents
bibliographydictionaries
Oclc number
1112671913
Responsibility statement
edited by Alyson Simpson, Francesca Pomerantz, Douglas Kaufman and Sue Ellis
Sub title
research and practice across professional cultures
Summary
"This is a book for education professionals who want to build the capacity of teachers and school leaders in meaningful ways. It draws together research and practice around professional learning that makes a difference and questions existing definitions of 'professional development'. The book focuses on professional learning that transforms beliefs and practices in ways that benefit educators themselves as well as the students they serve each day. Evidence-based, yet accessible, this book shows that the most valuable professional learning is not one-size-fits-all but deeply personal, and can be found at unexpected times and in surprising places"--, Provided by publisher
Table Of Contents
Introduction -- Teacher candidates learn to notice during supervisory conferences -- Noticing as key to meet the needs of developing writers -- Teacher noticing in language and literacy landscapes of practice -- Challenges and transformations of noticing in a new culture: pre-service teachers teach in South Africa to learn to teach in the United States -- TESOL students’ perspectives: noticing classroom practice -- Developing an implemented curriculum of literacy: contrasting approaches to policy and practice -- Developing noticing capacity to support teacher professionalism through dialogic learning with literary texts -- Reflections on ‘noticing’ research and implications for the future
Classification
Content
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