marjorie ringler (23 resultados)

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Paperback or Softback. Condición: New. Academic Language Literacy: Developing Instructional Leadership Skills for Principals and Teachers. Book.

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Condición: New. Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. Num Pages: 124 pages, 14 black & white illustrations, 22 tables. BIC Classification: JNFD; JNK. Category: (P) Professional & Vocational. Dimension: 231 x 154 x 9. Weight in Grams: 199. . 2015. Paperback. . . . .

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Condición: New. Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. Num Pages: 124 pages, 14 black & white illustrations, 22 tables. BIC Classification: JNFD; JNK. Category: (P) Professional & Vocational. Dimension: 231 x 154 x 9. Weight in Grams: 199. . 2015. Paperback. . . . . Books ship from the US and Ireland.

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Taschenbuch. Condición: Neu. Adult Learning Principles and Teacher Professional Development | A study of perceptions of teacher development | Marjorie Ringler | Taschenbuch | 200 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838313344 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

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Paperback. Condición: new. Paperback. Marjorie C. Ringler describes a professional development framework to teach principals and teachers the value of Academic Language Literacy (ALL) as the key to academic success. Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy: Developing Instructional Leadership Skills for Principals and Teachers infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. This book addresses educators who are looking for a research based approach to improving academic success for students who come to school language deficient and deficient in the background knowledge necessary for success in school. An innovative approach to improving instruction illustrates that all teachers are language teachers if the language being taught is that of their content. Practical examples are included for instructional leaders to use when planning, implementing, and evaluating professional development. Teachers also get practical examples for integrating academic language literacy in all content areas. Strategies include both teaching and learning methods that promote academic language awareness and student-centered approaches. Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condición: new. Paperback. Marjorie C. Ringler describes a professional development framework to teach principals and teachers the value of Academic Language Literacy (ALL) as the key to academic success. Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy: Developing Instructional Leadership Skills for Principals and Teachers infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. This book addresses educators who are looking for a research based approach to improving academic success for students who come to school language deficient and deficient in the background knowledge necessary for success in school. An innovative approach to improving instruction illustrates that all teachers are language teachers if the language being taught is that of their content. Practical examples are included for instructional leaders to use when planning, implementing, and evaluating professional development. Teachers also get practical examples for integrating academic language literacy in all content areas. Strategies include both teaching and learning methods that promote academic language awareness and student-centered approaches. Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This study evaluated professional development and determined whether teachers (n=24) perceived a learner-centered or a teacher-centered approach for learning. The evaluation focused on adult learning principles: learner-centered activities, personalizing instructions, relating teaching to student experience, assessing participant needs, climate-building, student participation in the learning process, and flexibility for personal development by students. This study also examined the relationship between the years of teaching, the level of education, and participants' perceptions of adult learning principles. Data analyzed consisted of written evaluations, implementation plans, and Principles of Adult Learning Scale (PALS) survey. Results indicated that participants perceived instruction to be more learner-centered than expected, although overall perception was teacher- centered. The principle: relating to participants' experiences was perceived to be consistently present. There was a strong indication that participants with ten or more years of teaching perceived instruction more learner-centered than the less experienced participants. 200 pp. Englisch.

Kartoniert / Broschiert. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (con.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Ringler MarjorieDr. Ringler is an Assistant Professor of Educational Leadership at East Carolina University in North Carolina. She continues her research on effective professional development that benefits principals, teachers, and E.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development.

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This study evaluated professional development and determined whether teachers (n=24) perceived a learner-centered or a teacher-centered approach for learning. The evaluation focused on adult learning principles: learner-centered activities, personalizing instructions, relating teaching to student experience, assessing participant needs, climate-building, student participation in the learning process, and flexibility for personal development by students. This study also examined the relationship between the years of teaching, the level of education, and participants' perceptions of adult learning principles. Data analyzed consisted of written evaluations, implementation plans, and Principles of Adult Learning Scale (PALS) survey. Results indicated that participants perceived instruction to be more learner-centered than expected, although overall perception was teacher- centered. The principle: relating to participants' experiences was perceived to be consistently present. There was a strong indication that participants with ten or more years of teaching perceived instruction more learner-centered than the less experienced participants.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 200 pp. Englisch.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This study evaluated professional development and determined whether teachers (n=24) perceived a learner-centered or a teacher-centered approach for learning. The evaluation focused on adult learning principles: learner-centered activities, personalizing instructions, relating teaching to student experience, assessing participant needs, climate-building, student participation in the learning process, and flexibility for personal development by students. This study also examined the relationship between the years of teaching, the level of education, and participants' perceptions of adult learning principles. Data analyzed consisted of written evaluations, implementation plans, and Principles of Adult Learning Scale (PALS) survey. Results indicated that participants perceived instruction to be more learner-centered than expected, although overall perception was teacher- centered. The principle: relating to participants' experiences was perceived to be consistently present. There was a strong indication that participants with ten or more years of teaching perceived instruction more learner-centered than the less experienced participants.