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The year affter sustaining the effects of literacy professional development In New Zealand secondary schools

The year affter sustaining the effects of literacy professional development In New Zealand secondary schools

 Whitehead, David.
 2010
 p. 133-149 English
Ngôn ngữSchool organisation.Secondary schools.Sustainability.Literacy practices.Professional learning.
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
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do School organisation.
Từ khóa tự do Secondary schools.
Từ khóa tự do Sustainability.
Từ khóa tự do Literacy practices.
Từ khóa tự do Professional learning.
Nguồn trích Language and education- 2010, Vol24, N.2
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a 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
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