9780367336141 - Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures (23 resultados)

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Condición: New. pp. 182.

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Condición: As New. Unread book in perfect condition.

Paperback. Condición: New.

Condición: New. pp. 182.

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Paperback. Condición: Brand New. 174 pages. 9.00x6.00x0.50 inches. In Stock.

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Paperback. Condición: new. Paperback. Noticing is an essential aspect of professional expertise in teaching a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a noticing teacher in the language and literacy classroom can make a real difference to students progress as readers and writers, to their literacy attainment and to their engagement with learning. This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of noticing teachers, the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teachers work.Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how noticing operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational. This book provides models and methods to embed both noticing and the development of teacher agency into teacher education programs and school practice, positioning classroom students as teachers who guide us toward responding to them in the most effective ways. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condición: new. Paperback. Noticing is an essential aspect of professional expertise in teaching a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a noticing teacher in the language and literacy classroom can make a real difference to students progress as readers and writers, to their literacy attainment and to their engagement with learning. This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of noticing teachers, the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teachers work.Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how noticing operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational. This book provides models and methods to embed both noticing and the development of teacher agency into teacher education programs and school practice, positioning classroom students as teachers who guide us toward responding to them in the most effective ways. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

PAP. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Paperback. Condición: Brand New. 174 pages. 9.00x6.00x0.50 inches. In Stock. This item is printed on demand.

Paperback / softback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

PAP. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Paperback. Condición: new. Paperback. Noticing is an essential aspect of professional expertise in teaching a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a noticing teacher in the language and literacy classroom can make a real difference to students progress as readers and writers, to their literacy attainment and to their engagement with learning. This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of noticing teachers, the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teachers work.Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how noticing operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational. This book provides models and methods to embed both noticing and the development of teacher agency into teacher education programs and school practice, positioning classroom students as teachers who guide us toward responding to them in the most effective ways. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Kartoniert / Broschiert. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Alyson Simpson is Professor in the Sydney School of Education and Social Work at the University of Sydney. Her research projects in higher education and primary schools include work on the power of dialogic learning and the impact of dig.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Noticing is an essential aspect of professional expertise in teaching - a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a 'noticing teacher' in the language and literacy classroom can make a real difference to students' progress as readers and writers, to their literacy attainment and to their engagement with learning.This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of 'noticing teachers', the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teacher's work.Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how 'noticing' operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational.