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|---|---|---|---|
| 001 | 12311 | ||
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| 005 | 20190211155811.0 | ||
| 008 | 040308s2004 xx ||||g| |0|| 0 eng d | ||
| 090 |
_a2.09 _bB6442h |
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| 100 | 1 |
_aBLASE, Jo _91203 |
|
| 245 | 1 | 0 |
_aHandbook of instructional leadership : _bhow successful principals promote teaching and learning |
| 250 | _a2 ed | ||
| 260 |
_aThousand Oaks : _bCorwin, _c2004 |
||
| 300 | _a228 p. | ||
| 505 | 8 | 0 |
_tPart 1 - The art and science of instructional leadership _t1 - The craft of teacher supervision _tOur study _tThe instructional supervision legacy _tResearch on institutional _tCurrent issues in the field _t2 - The conference: heart of institucional supervision _tSuccessful approaches _tResearch on institucional _tOur findings _t3 - Staff development: promoting professinal growth _tResearch on teaching and learning _tHow do teachers learn?Priciples that shape staff development _tOur findings: the lifelong study of teaching and learning _tPSSSSST _tTips for leaders _t4 - Reflection: encouraging critical stdy _tThe nedd for reflective practice _tRelated research and the development of frameworks for reflective thinking _tApproaches to reflective supervision _tOur study: characteristics of teacher reflection _tPrincipal behaviors fostering reflection in teachers and the benefits to teachers _tCognitive coaching: bridge to reflection _tEncouraging reflection: helpful reminders _tPortrait of a facilitator for reflective practice _tPart II - How supervisiors' behaviors-positive and negative-affect teachers _t5 - Being visible versus interrupting and abandoning _tVisibility by wandering around _tInterruption of class instruction _tAbandonment _t6 - Praising versus criticizing _tPraise _tCriticism: more about control _t7 - Extending autonomy versus maintaining control _tExtending autonomy _tThe control orientation and instructional _tOther aspects of control _tGoals of principals' control orientation _tThe abusive control orientation: the worst of all _t8 - The usccessful instructional leader _tWhat, the, is successful instructional leadership or supervision? _tSuccessful leadership vis-a-vis instruction _tTips for principals _tLinking instructinal leadership to the development of a professional learning community _t9 - Instructional leadership: a bridge to the development of a professional learning community _tReculturing for a professional learning communities: findings from research _tSuggestions for expanding successful _tEveryone an academic leader _tMore to learn: a final word |
| 650 | 4 |
_aTecnicas Gerenciais _912795 |
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| 650 | 4 |
_aEstados Unidos _912942 |
|
| 650 | 4 |
_912917 _aLiderança |
|
| 700 | 1 |
_aBLASE, Joseph _920729 |
|
| 942 | _cC | ||
| 998 |
_a20040308 _bMarian _cMariana |
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_a20060908 _b1652^b _cTiago |
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_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c12398 _d12398 |
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