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How Teachers Learn Best: An Ongoing Professional Development Model Edward Fiszer
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“Never Used, Little Shelf Wear. If you have any questions please feel free to ask!”
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A book that has been read, but looks new. The book cover has no visible wear, and the dust jacket (if applicable) is included for hard covers. No missing or damaged pages, no creases or tears, no underlining or highlighting of text, and no writing in the margins. May have no identifying marks on the inside cover. No wear and tear. See the seller’s listing for full details and description of any imperfections.
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eBay item number:334565128073
Item specifics
- Condition
- Like New
- Seller notes
- “Never Used, Little Shelf Wear. If you have any questions please feel free to ask!”
- ISBN
- 9781578860708
- EAN
- 9781578860708
About this product
Product Identifiers
Publisher
Rowman & Littlefield Education
ISBN-10
1578860709
ISBN-13
9781578860708
eBay Product ID (ePID)
5953056
Product Key Features
Number of Pages
96 Pages
Publication Name
How Teachers Learn Best : an Ongoing Professional Development Model
Language
English
Publication Year
2003
Subject
Leadership, Professional Development, Learning Styles
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
0.2 in
Item Weight
5.3 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Trade
LCCN
2003-011522
Reviews
There is much talk about improving teaching but little information about how to make professional development activities relevant for the teachers who undertake them. Dr. Fiszer's book offers a wealth of suggestions on how to provide activities that can meet the needs of teachers and that can help them to improve their instructional capacities., "If educators could do one thing to improve their schools, they should heed Dr. Fiszer's advice. In an easy-to-read book, Dr. Fiszer lays out 14 steps to help align professional development with teachers' real needs. He debunks the worn out model of professional development and provides a sensible new model with teacher collaboration at its center. Fiszer's book is based on experiences of real teachers and their advice is compelling." --Wellford W. Wilms, professor, Department of Education, UCLA and faculty director, Educational Leadership Program "In this book, Dr. Fiszer helps reveal the benefits of dialogue between and among teachers. Teacher initiated conversations around student work are recommended to help teachers make deep connections with their practice and their colleagues at a school site." --Joyce Burstein, assistant professor of Elementary Education, California State University, Northridge "In clear and understandable prose, Dr. Fiszer not only outlines the characteristics of successful staff development programs, but succinctly clarifies the research and justifications behind them. This combination addresses both "how" and "why" ongoing approaches work, and leaves the reader with both a lasting understanding of real issues and compelling reasons for change." --Karin Aure Dixon, educational consultant "A reader friendly book with a clear call for change in the way professional development activities are conducted. It includes clear suggestions for moving from one shot workshops to a comprehensive model designed to build the capacity of teachers." --Lisa Hutton, assistant professor of Elementary Education, California State University, Dominguez Hills "There is much talk about improving teaching but little information about how to make professional development activities relevant for the teachers who undertake them. Dr. Fiszer's book offers a wealth of suggestions on how to provide activities that can meet the needs of teachers and that can help them to improve their instructional capacities." --Linda Rose, executive director, Educational Leadership Program, UCLA "As a principal himself, Dr. Fiszer has written a useful, practical, and well researched resource for principals and staff developers who want to support teachers in their efforts to improve student achievement." --Robert Paull, associate dean for Education, Graduate School of Education and Psychology, Pepperdine University "Fiszer's book is a 'must read' for any educator attempting systematic change and school-wide reform with a focus on professional development." --Roger Gallizzi, director of Personnel, Palmdale School District, In this book, Dr. Fiszer helps reveal the benefits of dialogue between and among teachers. Teacher initiated conversations around student work are recommended to help teachers make deep connections with their practice and their colleagues at a school site., As a principal himself, Dr. Fiszer has written a useful, practical, and well researched resource for principals and staff developers who want to support teachers in their efforts to improve student achievement., In clear and understandable prose, Dr. Fiszer not only outlines the characteristics of successful staff development programs, but succinctly clarifies the research and justifications behind them. This combination addresses both "how" and "why" ongoing approaches work, and leaves the reader with both a lasting understanding of real issues and compelling reasons for change., If educators could do one thing to improve their schools, they should heed Dr. Fiszer's advice. In an easy-to-read book, Dr. Fiszer lays out 14 steps to help align professional development with teachers' real needs. He debunks the worn out model of professional development and provides a sensible new model with teacher collaboration at its center. Fiszer's book is based on experiences of real teachers and their advice is compelling., Fiszer's book is a 'must read' for any educator attempting systematic change and school-wide reform with a focus on professional development., A reader friendly book with a clear call for change in the way professional development activities are conducted. It includes clear suggestions for moving from one shot workshops to a comprehensive model designed to build the capacity of teachers.
Dewey Edition
21
Dewey Decimal
370/.71/5
Table Of Content
Chapter 1 Preface to Chapters 5, 6, and 7: Lessons from Teachers Chapter 2 Introduction: Why Is Ongoing Professional Development Necessary? or Are You an Educational Lewis and Clark? Chapter 3 1 How Do Teachers Learn Best? Chapter 4 2 Traditional Professional Development Chapter 5 3 A Collaborative Culture Chapter 6 4 Emphasis on Teachers as Reflective Practitioners Chapter 7 5 Peer Observation Chapter 8 6 Reflective Dialogue Chapter 9 7 Feedback Chapter 10 8 How to Improve Teacher Learning Environments Chapter 11 9 Practical Recommendations to Improve Teacher Learning Chapter 12 Epilogue Chapter 13 Appendix A: Contrasting the Old with the New Chapter 14 Appendix B: Notes Regarding Year-Round Calendars Chapter 15 References Chapter 16 Suggested Readings Chapter 17 Index Chapter 18 About the Author
Synopsis
Traditional professional development often incorporates methods not aligned with active learning. Teachers typically sit and listen to an expert who advocates hands-on learning for students but puts little of this talk into practice during the training. This style of professional development is not only hypocritical but outdated and a disservice to professional educators. Teachers deserve better and can have what they need in a relatively inexpensive manner--by being given time to maintain a vibrant connection between training and practice. Ongoing professional development fosters the kind of support teachers do not have within their traditional culture of isolation. Fiszer shows that teachers learn best through an ongoing professional development model that marks a cultural shift from one of traditional isolation to one befitting an educational practitioner. How Teachers Learn Best reveals whether or not teachers believe professional development components such as reflective dialogue and peer observation can positively impact their teaching. The literature emphasizes a laboratory-type setting where teachers recognize their environment as learning enriched rather than learning impoverished. This book provides an excellent starting point for the shift in structure from one-shot, atheorectical, passive professional development sessions to sustained, proactive, theory-based activities that are part of a culture of ongoing professional development., Traditional professional development often incorporates methods not aligned with active learning. Teachers typically sit and listen to an expert who advocates hands-on learning for students but puts little of this talk into practice during the training. This style of professional development is not only hypocritical but outdated and a disservice to professional educators. Teachers deserve better and can have what they need in a relatively inexpensive manner-by being given time to maintain a vibrant connection between training and practice. Ongoing professional development fosters the kind of support teachers do not have within their traditional culture of isolation. Fiszer shows that teachers learn best through an ongoing professional development model that marks a cultural shift from one of traditional isolation to one befitting an educational practitioner. How Teachers Learn Best reveals whether or not teachers believe professional development components such as reflective dialogue and peer observation can positively impact their teaching. The literature emphasizes a laboratory-type setting where teachers recognize their environment as learning enriched rather than learning impoverished. This book provides an excellent starting point for the shift in structure from one-shot, atheorectical, passive professional development sessions to sustained, proactive, theory-based activities that are part of a culture of ongoing professional development., This book reveals whether or not teachers believe professional development components such as reflective dialogue and peer observation can positively impact their teaching. The literature emphasizes a laboratory-type setting where teachers recognize their environment as learning enriched rather than learning impoverished. It provides an excellent starting point for the shift in structure from one-shot, atheorectical, passive professional development sessions to sustained, proactive, theory-based activities that are part of a culture of ongoing professional development.
LC Classification Number
LB1731.F49 2003
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