Teacher's Guide to Leading Student-centered Discussions : Talking About Texts in the Classroom

Hale, Michael S.; City, Elizabeth A.

ISBN 10: 1412906350 / ISBN 13: 9781412906357

Edité par Corwin, 2006

A propos de cet article

N° de réf. du vendeur 4063404-n

Détails bibliographiques

• Titre: Teacher's Guide to Leading Student-centered Discussions : Talking About Texts in the Classroom
• Éditeur: Corwin
• Date de parution: 2006
• Langue: anglais
• ISBN à 10 chiffres: 1412906350
• ISBN à 13 chiffres: 9781412906357
• Reliure: Couverture souple
• État de l'article: New

A propos de ce titre

Synopsis

Facilitate dynamic classroom discussions that motivate students and deepen their understanding!

"There are two reasons why this book is so important now. The first is the vitality of the subject: true classroom dialogue ma

À propos des auteurs

Michael S. Hale has served as a teacher, principal, professional developer, professor, university administrator, and educational software executive. His passion for student inquiry has resulted in many years of experience with participant-centered discussions in a wide variety of settings. A National Paideia Faculty member, he has worked with many teachers and students to develop the knowledge and skills to engage in idea- and text-based conversations. He currently spends most of his days as Vice President for Curriculum Consulting with VitalSource Technologies in Raleigh, NC, where he works with educators to transform didactic materials into more interactive digital formats. His formal education includes a B.A. in Philosophy from Auburn University and a M.A. and Ph.D in Curriculum and Instruction from the University of North Carolina.

Elizabeth A. City has served as a teacher, principal, and instructional coach, primarily in North Carolina and Massachusetts. In addition to enjoying countless student-centered discussions in her own classroom, as a National Paideia Faculty member, she has worked with teachers and students across the country as they have learned to facilitate and participate in text-based conversations. Much of Liz's current work centers on supporting principals and teachers in creating collaborative communities where rich dialogue and learning for both adults and children is the norm. She is a member of the Senior Faculty of Boston's School Leadership Institute, where she teaches courses in using data, learning and teaching, and professional development to Boston Public School Principal Fellows. She is currently working on her doctorate at the Harvard Graduate School of Education.