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Title Building and Connecting Learning Communities
Author Steven Katz
Publisher Corwin Press
Release 2009-09-01
Category Education
Total Pages 118
ISBN 1412966019
Language English, Spanish, and French
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Book Summary:

Illustrating how networked learning communities (NLCs) can impact school improvement, the authors examine formal/informal leadership roles, collaborative inquiry as an essential tool, and how NLCs support schoolwide accountability.

Building and Connecting Learning Communities by Steven Katz (College teacher)

Title Building and Connecting Learning Communities
Author Steven Katz (College teacher)
Publisher
Release 2009
Category Educational leadership
Total Pages 118
ISBN 9781452219196
Language English, Spanish, and French
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Book Summary:

This resource describes how separate professional learning communities can be linked across schools to create effective Networked Learning Communities (NLCs). It shows how NLCs can engage schools in creating and sharing professional knowledge and develop deep and sustained changes that enhance learning engagement, and success.

Title Building and Connecting Learning Communities
Author Soina Ben Jaafar
Publisher
Release 2009-10-30
Category
Total Pages
ISBN 9781742393391
Language English, Spanish, and French
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Book Summary:

Title Building and Connecting Learning Communities
Author Steven Katz
Publisher Corwin Press
Release 2009-09-01
Category Education
Total Pages 136
ISBN 145221235X
Language English, Spanish, and French
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Book Summary:

Networked learning communities: A powerful school improvement strategy for school leaders! Drawing on their work with schools in North America and England, the authors demonstrate how linking professional learning communities across school or district boundaries creates networked learning communities (NLCs) that can share professional knowledge. Through a sample school narrative, the book illustrates how NLCs can significantly improve instruction, increase student performance, and promote deep and sustained change. This resource examines: Collaborative inquiry as a process that challenges teachers’ thinking, generates new learning, and fosters trusting relationships Formal and informal leadership roles in NLCs How NLCs support systematic data analysis and accountability

Title Teacher Education in Professional Learning Communities
Author Xuefeng Huang
Publisher Springer
Release 2018-06-20
Category Education
Total Pages 209
ISBN 3319918575
Language English, Spanish, and French
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Book Summary:

This book explores the unique experiences of a sister school network in Canada and China contextualized through the lens of the Reciprocal Learning Project, which supports the relationship between a school network and teacher education exchange program of two countries. Huang uses theoretical viewpoints from teacher learning and comparative education research to analyse and interpret what has happened in the emerging cross-cultural school network. The book juxtaposes teacher learning and comparative education research from Shanghai and Ontario as teachers in the two places interact and provides detailed descriptions of teacher collaboration to show how these collaborations were initiated, developed, and sustained, as well as the impact brought about from these collaborations. The book offers a unique opportunity to examine how Canadian and Chinese teachers receive and react to opportunities of cross-cultural collaboration and learning.

Title Building Online Learning Communities
Author Rena M. Palloff
Publisher John Wiley & Sons
Release 2007-07-20
Category Education
Total Pages 320
ISBN 0787988251
Language English, Spanish, and French
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Book Summary:

Building Online Learning Communities further explores the development of virtual classroom environments that foster a sense of community and empower students to take charge of their learning to successfully achieve learning outcomes. This is the second edition of the groundbreaking book by Rena Palloff and Keith Pratt and has been completely updated and expanded to include the most current information on effective online course development and delivery. A practical, hands-on guide, this resource is filled with illustrative case studies, vignettes, and examples from a wide variety of successful online courses. The authors offer proven strategies for handling challenges that include: Engaging students in the formation of an online learning community. Establishing a sense of presence online. Maximizing participation. Developing effective courses that include collaboration and reflection. Assessing student performance. Written for faculty in any distance learning environment, this revised edition is based on the authors many years of work in faculty development for online teaching as well as their extensive personal experience as faculty in online distance education. Rena M. Palloff and Keith Pratt share insights designed to guide readers through the steps of online course design and delivery.

Title Professional Learning Communities and Teacher Enquiry
Author Alison Fox
Publisher
Release 2020-04-06
Category Education
Total Pages 160
ISBN 1912508842
Language English, Spanish, and French
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Book Summary:

Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context. This book provides a critical overview of different ways of thinking about professional learning as a social process through collaborative and collective activity, including the notion of professional learning communities and how these might be used to support teacher enquiry. It examines the opportunities and challenges this poses to teachers and school leaders, and includes practical advice on how to facilitate, engage with and evaluate collaborative teacher enquiry models.

Title Building Online Learning Communities
Author Rena M. Palloff
Publisher John Wiley & Sons
Release 2009-12-30
Category Education
Total Pages 320
ISBN 0470605464
Language English, Spanish, and French
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Book Summary:

Building Online Learning Communities further explores the development of virtual classroom environments that foster a sense of community and empower students to take charge of their learning to successfully achieve learning outcomes. This is the second edition of the groundbreaking book by Rena Palloff and Keith Pratt and has been completely updated and expanded to include the most current information on effective online course development and delivery. A practical, hands-on guide, this resource is filled with illustrative case studies, vignettes, and examples from a wide variety of successful online courses. The authors offer proven strategies for handling challenges that include: Engaging students in the formation of an online learning community. Establishing a sense of presence online. Maximizing participation. Developing effective courses that include collaboration and reflection. Assessing student performance. Written for faculty in any distance learning environment, this revised edition is based on the authors many years of work in faculty development for online teaching as well as their extensive personal experience as faculty in online distance education. Rena M. Palloff and Keith Pratt share insights designed to guide readers through the steps of online course design and delivery.

Title 36 Tools for Building Spirit in Learning Communities
Author R. Bruce Williams
Publisher Corwin Press
Release 2006-04-28
Category Education
Total Pages 173
ISBN 1412913454
Language English, Spanish, and French
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Book Summary:

"A master at facilitating programs, Williams offers 36 tools that are grounded in years of practical experience for helping teams turn the change process into manageable, user-friendly tasks. He reinvigorates learning communities with spirit, vigor, and mutual support as they address their specific challenges."--Robin Fogarty, PresidentRobin Fogarty and AssociatesRevitalize the spirit of your school community and strengthen your common vision and purpose!Many of today?'s schools suffer from stress fractures as they struggle with challenges of achievement gaps, class sizes, differentiating instruction for diverse students, and responding to ever greater demands for accountability. Longtime facilitator R. Bruce Williams gets to the heart of the matter, emphasizing that change is not just external, but also comes from within through revitalized individuals and strong culture.Williams provides administrators with essential tools to nurture the spirits of hard-working professionals and raise morale in school communities. Each chapter ends with step-by-step activities that build on featured concepts and speed the transition from theory to practice, from struggle to success.The book focuses on seven important aspects of underlying structure that can leverage new patterns of confidence and achievement: Participative processes such as mentoring Visible achievements Common understandings Guided reflections Inspiring success stories Community-building rituals Powerful symbolsIn powerful, well-formed cultures, common spirit is strong. This book provides everything educators need to work together to transform their learning community into a culture of vitality, energy, vision, and purpose.

Title Developing Faculty Learning Communities at Two Year Colleges
Author Susan Sipple
Publisher Stylus Publishing, LLC
Release 2013-10-01
Category Education
Total Pages 224
ISBN 157922847X
Language English, Spanish, and French
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Book Summary:

This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.