Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Bradley A. Ermeling"'
Autor:
Bradley A. Ermeling, Daniel L. Murphy
Publikováno v:
Reflective Practice. 17:317-333
This study focused on elements of measurement and feedback for teacher reflective practice. The measurement component examined the use of the Survey of Reflective Practice: A Tool for Assessing Development as a Reflective Practitioner to measure refl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::197469619c20b5c4441a501b2ac764ce
https://doi.org/10.1080/14623943.2016.1164681
https://doi.org/10.1080/14623943.2016.1164681
Autor:
Jessica Yarbo, Bradley A. Ermeling
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 118:1-48
Background Despite increasing popularity and mounting evidence for teacher collaboration as a lever for school improvement, reported changes in teaching associated with collaboration are often subtle and incremental, rarely involving substantial shif
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8a95473c25c354b934ccb7d827764a29
https://doi.org/10.1177/016146811611800204
https://doi.org/10.1177/016146811611800204
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 117:1-48
Background Education reforms over the last several decades have relied heavily on external assistance to help schools increase capacity for improving outcomes, but investing in sustained outside coaching and support is increasingly difficult with dim
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0d3e9133ad3ed5391d7ea52582c39011
https://doi.org/10.1177/016146811511701108
https://doi.org/10.1177/016146811511701108
Publikováno v:
International Journal for Lesson and Learning Studies. 3:170-191
Purpose – Over the last 15 years, Japanese lesson study has attracted growing interest as an alternative to conventional teacher professional development. Despite its popularity and results, the descriptive knowledge base of authentic lesson study
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::30249c7e2f6d4e212b6ae8462e00a202
https://doi.org/10.1108/ijlls-07-2013-0041
https://doi.org/10.1108/ijlls-07-2013-0041
Autor:
Bradley A. Ermeling
Publikováno v:
Quest. 64:197-208
Past and contemporary scholars have emphasized the importance of job-embedded, systematic instructional inquiry for educators. A recent review of the literature highlights four key features shared by several well documented inquiry approaches for cla
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9406951faa558bbaa1a1434036ae43b
https://doi.org/10.1080/00336297.2012.693754
https://doi.org/10.1080/00336297.2012.693754
Autor:
Bradley A. Ermeling
Publikováno v:
Teaching and Teacher Education. 26:377-388
Videotape and participant observation were used to document an American high school teacher workgroup's experience with collaborative teacher inquiry and to monitor changes in practice through two cycles of instructional planning, classroom implement
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c4b1391a430781d9b0a45b165a4ca280
https://doi.org/10.1016/j.tate.2009.02.019
https://doi.org/10.1016/j.tate.2009.02.019
Publikováno v:
The Elementary School Journal. 109:537-553
A 5-year prospective, quasi-experimental investigation demonstrated that grade-level teams in 9 Title 1 schools using an inquiry-focused protocol to solve instructional problems significantly increased achievement. Teachers applying the inquiry proto
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fbd09b1ec97e11d401f07dda89c61496
https://doi.org/10.1086/597001
https://doi.org/10.1086/597001