Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| John Wiley & Sons, Inc | 1 |
| Jossey-Bass, An Imprint of… | 1 |
| Laboratory for Student… | 1 |
| National Institute for… | 1 |
| Stanford Center for… | 1 |
Author
| Andree, Alethea | 1 |
| Bransford, John, Ed. | 1 |
| Darling-Hammond, Linda | 1 |
| Darling-Hammond, Linda, Ed. | 1 |
| Hoag, Lydia, Ed. | 1 |
| Ponticell, Judith A., Ed. | 1 |
| Wei, Ruth Chung | 1 |
| Zepeda, Sally J., Ed. | 1 |
Publication Type
| Books | 2 |
| Collected Works - General | 2 |
| Reports - Descriptive | 2 |
| Collected Works - Serial | 1 |
| Guides - General | 1 |
| Guides - Non-Classroom | 1 |
| Information Analyses | 1 |
| Multilingual/Bilingual… | 1 |
Education Level
| Elementary Secondary Education | 3 |
| Higher Education | 2 |
| Postsecondary Education | 2 |
| Adult Education | 1 |
| Early Childhood Education | 1 |
| Preschool Education | 1 |
Audience
| Administrators | 6 |
| Policymakers | 4 |
| Researchers | 3 |
| Teachers | 2 |
| Practitioners | 1 |
| Support Staff | 1 |
Location
| California | 1 |
| Canada | 1 |
| Finland | 1 |
| Japan | 1 |
| Singapore | 1 |
| Texas | 1 |
| United States | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
| Proposition 227 (California… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkZepeda, Sally J., Ed.; Ponticell, Judith A., Ed. – John Wiley & Sons, Inc, 2018
"The Wiley Handbook of Educational Supervision" offers a comprehensive resource that explores the evolution of supervision through contributions from a panel of noted experts. The text explores a wealth of topics including recent and dramatic changes in the complex context of today's schools. This important resource: (1) Describes…
Descriptors: Supervision, Educational History, Adult Learning, Beginning Teacher Induction
Download full textNational Institute for Literacy, 2009
The National Early Literacy Panel was convened in 2002 to conduct a synthesis of the most rigorous scientific research available on the development of early literacy skills in children from birth to age 5. The primary purpose of the panel was to identify research evidence that would contribute to decisions in educational policy and practice that…
Descriptors: Young Children, Early Childhood Education, Educational Administration, Preschool Teachers
Darling-Hammond, Linda; Wei, Ruth Chung; Andree, Alethea – Stanford Center for Opportunity Policy in Education, 2010
Research shows that professional learning can have a powerful effect on teacher skills and knowledge, and on how well students learn. To be effective, however, professional learning for teachers needs to be conducted in the ways that it is in many high achieving countries--continuously, collaboratively, and with a focus on teaching specific…
Descriptors: Faculty Development, Professional Development, Teaching Methods, Teacher Collaboration
Darling-Hammond, Linda, Ed.; Bransford, John, Ed. – Jossey-Bass, An Imprint of Wiley, 2005
Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing…
Descriptors: Teacher Education Curriculum, Teaching Methods, Learning Theories, Educational Technology
2001
Studies and reports examining the problems associated with adult literacy and efforts to address those problems were reviewed to identify lessons for adult literacy programs in Canada and elsewhere. Low literacy levels were linked to above-average rates of personal and/or learning difficulties, low self-esteem, associated social problems, and…
Descriptors: Adult Basic Education, Adult Learning, Adult Literacy, Adult Programs
Hoag, Lydia, Ed. – Laboratory for Student Success (LSS), The Mid-Atlantic Regional Educational Laboratory, 2004
A growing number of American students are nonnative English speakers. These students are vulnerable to early school exit and schools are facing more and more such students each year. Presently, about 56% of all public school teachers in the United States have at least one English language learner (ELL) student in their class, but less than 20% of…
Descriptors: Conference Papers, Second Language Learning, Politics of Education, Instructional Leadership
