Pedagogy matters : standards for effective teaching practice / Stephanie Stoll Dalton.
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- 2 copies at The Center Library.
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0 current holds with 2 total copies.
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| The Center Library | 370.7 CREDE/4 | 126188 | Stacks | Available | - |
| The Center Library | 370.7 CREDE/4 | 141928 | Stacks | Available | - |
Record details
- Physical Description: 42 leaves : ill. ; 28 cm.
- Publisher: [Santa Cruz, Calif.] : Center for Research on Education, Diversity & Excellence, [University of California, Santa Cruz ; 1998.
Content descriptions
| General Note: | Cover title. |
| Bibliography, etc. Note: | Includes bibliographical references (leaves 34-38). |
| Summary, etc.: | This paper presents five standards for pedagogy that are applicable across grade levels, student populations, and content areas. The five pedagogy standards are joint productive activity, language and literacy development, meaning making, complex thinking, and instructional conversation. Indicators are introduced for each standard, revealing action components of the standards and their functions in teaching and learning. Illustrations and examples reflecting the standards and their indicators across a broad range of classroom settings are presented to support a claim of universality for such standards in K-12 majority and minority at-risk students' classrooms. The purpose is to urge standards-based reform to relect its own recommendation that pedagogy occupy a central place in accomplishing all student learning. |
Search for related items by subject
| Subject: |
Education >
Standards >
United States. Educational change > United States. Effective teaching > Standards > United States. |
Search for related items by series
- Research report ; no. 4
- Research report (Center for Research on Education, Diversity & Excellence) ; no. 4.
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| 100 | 1 | . | ‡aDalton, Stephanie Stoll. |
| 245 | 1 | 0. | ‡aPedagogy matters : ‡bstandards for effective teaching practice / ‡cStephanie Stoll Dalton. |
| 246 | 3 | 0. | ‡aStandards for effective teaching practice |
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| 300 | . | ‡a42 leaves : ‡bill. ; ‡c28 cm. | |
| 490 | 1 | . | ‡aResearch report ; ‡vno. 4 |
| 500 | . | ‡aCover title. | |
| 504 | . | ‡aIncludes bibliographical references (leaves 34-38). | |
| 520 | . | ‡aThis paper presents five standards for pedagogy that are applicable across grade levels, student populations, and content areas. The five pedagogy standards are joint productive activity, language and literacy development, meaning making, complex thinking, and instructional conversation. Indicators are introduced for each standard, revealing action components of the standards and their functions in teaching and learning. Illustrations and examples reflecting the standards and their indicators across a broad range of classroom settings are presented to support a claim of universality for such standards in K-12 majority and minority at-risk students' classrooms. The purpose is to urge standards-based reform to relect its own recommendation that pedagogy occupy a central place in accomplishing all student learning. | |
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