Full Product Details
Author: Alyson L. Lavigne ,
Mary Lynne Derrington ,
Jeffrey Glanz
Publisher: Rowman & Littlefield
Imprint: Rowman & Littlefield
Dimensions:
Width: 15.20cm
, Height: 1.70cm
, Length: 22.90cm
Weight: 0.322kg
ISBN: 9781475866193
ISBN 10: 1475866194
Pages: 210
Publication Date: 12 March 2023
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Paperback
Publisher's Status: Active
Availability: Out of stock
The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available.
Reviews
A new mindset about feedback to improve educators learning and professional growth. A broad brush and telescopic view, firmly based on the nuances of feedback research, and powerful messages and tools for practice. Feedback is powerful, and this book is so powerful to make it heard, understood, and actioned.--John Hattie, PhD, emeritus laureate professor, Melbourne Graduate School of Education, University of Melbourne, Australia; chair of the board of the Australian Institute for Teaching and School Leadership Effective, differentiated educator feedback is one of the most important tools a principal can provide in supporting a teacher to reach their full potential. Leading and Learning for Effective Feedback in K-12 Classrooms provides excellent strategies and examples of how to encourage the best possible outcomes when providing feedback. I highly recommend this book as a support for you as you are refining and growing educators in your buildings.--Brandon Pratt, principal, Knoxville, TN This comprehensive application of research to the practice of feedback will expand and enrich principals' and teacher leaders' feedback repertoire. The deep well of engaging concepts fuels educators' thinking about feedback in new ways. Those who apply the lessons from this volume will cultivate pedagogical content knowledge among teachers that fosters effective teaching and learning for students and educators alike.--S. David Brazer, PhD, Brazer Education Consulting LLC
Author Information
Alyson L. Lavigne is an Associate Professor of Instructional Leadership at Utah State University. Using her training in educational psychology and classroom research, Lavigne conducts research on teacher retention, teachers’ beliefs, teacher supervision and evaluation, and culturally and linguistically minoritized students’ experiences. Mary Lynne Derrington is an Associate Professor at the University of Tennessee in the Educational Leadership and Policy Studies Department. She teaches courses in teacher supervision and advance leadership. Derrington conducts K-12 school leadership research with focus on teacher supervision and evaluation.
