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The competent classroom aligning high school curriculum, standards, and assessment- a creative teaching guide by Allison Zmuda

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Published by NEA, Teachers College Press in Washington, D.C, New York .
Written in English

Subjects:

  • Classroom management,
  • Enseignement secondaire,
  • Evaluation,
  • Unterricht,
  • Schulleistung,
  • Standards,
  • Programmes d"études,
  • Classes (Éducation),
  • Curricula,
  • Normes,
  • Secondary Education,
  • High school,
  • High school teaching,
  • Conduite

Book details:

About the Edition

Describes the cross-disciplinary journey of two high school teachers trying to align curriculum, assessment, and performance standards in their classrooms. With a focus on the importance of constantly inspiring students, the authors troubleshoot issues surrounding content standards, instructional objectives, and the aims of curriculum.

Edition Notes

Includes bibliographical references (p. 113) and index.

StatementAllison Zmuda and Mary Tomaino ; foreword by Patricia Wasley
SeriesThe series on school reform, The series on school reform
ContributionsTomaino, Mary
Classifications
LC ClassificationsLB1607.5 .Z68 2001
The Physical Object
Paginationxx, 119 p. ;
Number of Pages119
ID Numbers
Open LibraryOL24762932M
ISBN 100807740225, 0810620847
ISBN 109780807740224, 9780810620841
LC Control Number00050314
OCLC/WorldCa45129204

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Towards a framework for assessing teacher competence Erik Roelofs, Piet Sanders on a study of dozens of definitions of competence (e.g. Bunk, ; Spencer and Spencer, ; Parry, ), Mulder () derived a definition that captures most of the important authors: ‘competence . Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional. Building intercultural competence in the language classroom 5. meaningful information through primary and authentic texts, audio, video, and media (Byram et al., ). In such a learning environment, knowledge is shared, new values and opinions are considered, and students take ownership of their own.   Culturally competent teachers assure that the curriculum will be taught, that the curriculum will be delivered in a way that is responsive to the collective norms and experiences of the student population and that the relationships forged between teacher and student is built on respect and sincerity -- a relationship where that teacher will.

Culturally Responsive Instruction. Culturally responsive teaching is a research-based approach that "invites students to bring their expertise to the table" (Fleming, ) by identifying and harnessing the assets of students who have historically been underserved in schools.   Building Racial and Cultural Competence in the Classroom (Practitioner Inquiry) [Karen Manheim Teel, Jennifer E. Obidah] on *FREE* shipping on qualifying offers. Building Racial and Cultural Competence in the Classroom (Practitioner Inquiry)Reviews: 5. This book, written by teachers for teachers, takes an important look at the compendium of factors that make up a competent classroom. The authors troubleshoot issues surrounding content standards, instructional objectives, and the aims of curriculum while keeping in mind the importance of .   Social competence is part of a complex system that extends beyond the young child, necessitating prevention, assessment, and intervention. In this chapter, social competence in early childhood is examined considering existing research, developmental theory, and best practices and policies, many of which (on their own) address limited facets of a complex set of interactive .