Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Cheryl Dozier"'
Autor:
Barbara Laster, Melinda Butler, Rachael Waller, Sheri Vasinda, Mary Hoch, Pelusa Orellana, Joan Rhodes, Theresa Deeney, D. Beth Scott, Tiffany Gallagher, Leslie Cavendish, Tammy Milby, Rebecca Rogers, Tracy Johnson, Shadrack Msengi, Cheryl Dozier, Shelly Huggins, Debra Gurvitz
Publikováno v:
Literacy Research and Instruction. 62:155-179
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::75e801f2e323890c0a4d877fef5f9336
https://doi.org/10.1080/19388071.2022.2134064
https://doi.org/10.1080/19388071.2022.2134064
Publikováno v:
Theory Into Practice. 55:189-196
For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching m
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d5633bdd9aff71764998f67b0edb4d2b
https://doi.org/10.1080/00405841.2016.1173992
https://doi.org/10.1080/00405841.2016.1173992
Autor:
Cheryl Dozier, S. Joy Stephens
This chapter shares the planning, design, and implementation of a unique, intensive practicum based faculty-led study abroad program for preservice candidates in village and town schools in Belize, Central America. This study abroad experience includ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1b757a3ee9e5332be1a1217ebfc61cb4
https://doi.org/10.4018/978-1-5225-1057-4.ch012
https://doi.org/10.4018/978-1-5225-1057-4.ch012
Autor:
Cheryl Dozier, Theresa A. Deeney
Purpose The purpose of this chapter is to outline specific features of the videotaped analysis experience to construct successful video reflection communities. Methodology/approach In this chapter, we draw from our multiple studies of clinic practice
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::74a423f24756370480f5af89e65d607e
https://doi.org/10.1108/s2048-045820150000005009
https://doi.org/10.1108/s2048-045820150000005009
Publikováno v:
The Reading Teacher. 64:636-638
Conversations are the heart of responsive teaching. By talking with struggling learners, teachers can find out about their interests in order to design effective, personalized instruction; build relationships; work through complexities in teaching an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7ebc5cc0b2ad03c0cb686b33d169067f
https://doi.org/10.1598/rt.64.8.13
https://doi.org/10.1598/rt.64.8.13
Autor:
Julie Smit, Cheryl Dozier
Purpose – This chapter outlines a six-week graduate level writing practicum that fosters collaboration among teachers, elementary school writers, and families. Design – Through the voices of teachers, students, and families, the authors describe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::72d71a186df713c7c0750d67119e857f
https://doi.org/10.1108/s2048-0458(2013)0000002011
https://doi.org/10.1108/s2048-0458(2013)0000002011
Autor:
Theresa A. Deeney, Cheryl Dozier
Purpose – This chapter shares a model of responsive teacher preparation in literacy labs/reading clinics that emphasizes student-centered instruction. Approach – Through vignettes and the voices of teachers enrolled in literacy lab/reading clinic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0eef81c3bec2f2ae13e4b1ec8371f778
https://doi.org/10.1108/s2048-0458(2013)0000002021
https://doi.org/10.1108/s2048-0458(2013)0000002021
Autor:
Cheryl Dozier
In Responsive Literacy Coaching, Cheryl Dozier draws on twenty-four years of experience as an elementary classroom teacher and teacher educator to present both a theoretical framework and practical tools to enact responsive literacy coaching. Through