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Informationen zum Autor Dr. Leithwood is Professor of Educational Leadership and Policy at OISE/University of Toronto. His research and writing concerns school leadership! educational policy and organizational change. Dr. Leithwood has published more than 70 referred journal articles! and authored or edited more than thirty books. For example! he is the senior editor of both the first and second International Handbooks on Educational Leadership and Administration (Kluwer Publishers! 1996! 2003). His most recent books (all with Corwin Press) include Leadership With Teachers' Emotions In Mind (in press)! Making Schools Smarter (3rd edition! 2006) and Teaching for Deep Understanding (2006). Among his current research projects is a large! five-year! Wallace Foundation study! with colleagues! aimed at determining how state! district and school-level leadership influences student learning. Dr. Leithwood is the recent recipient of the University of Toronto's Impact on Public Policy award. Klappentext How do teachers successfully bridge the chasm between large numbers of very specific educational standards and deep understanding of important ideas? This well-researched text is based on the collaborative work between researchers and school practitioners to help answer this fundamental question. The authors have drawn from the most up-to-date research to help teachers! curriculum developers! and school leaders discover how to implement and promote learner-centred! quality teaching strategies that encourage students' understanding. Organized in five parts! this text systematically uncovers how to: o Advance student learning using leading-edge research on powerful forms of instruction o Foster metacognition in students and encourage them to take control of their own learning o Extend learning from academic thinking to real-world application across all disciplines o Learn how to instil a culture of deep understanding among students while still meeting specific achievement standards found in most district and state curricula This timely and accessible resource reveals how rethinking school curriculum and teaching for deeper knowledge transfer can help students take control of their own learning. Zusammenfassung This well-researched resource draws on the collaborative work between researchers and school practitioners to offer teaching strategies that promote deep understanding and higher-order thinking in students. Inhaltsverzeichnis About the EditorsAbout the ContributorsAcknowledgmentsPrefacePart 1: The Significance and Meaning of "Deep Understanding"1. Deep Understanding for All Students: The Overriding Goal for Schooling - Kenneth Leithwood! Pat McAdie! Nina Bascia! Anne Rodrigue! and Shawn Moore2. Reflections on Depth - Carl Bereiter3. The Starting Point: Constructivist Accounts of Learning - Clive Beck and Clare Kosnik4. Understanding "Understanding": A Review of the Literature - Sandra FolkPart 2: Teaching for Deep Understanding in the Disciplines5. Mathematics - John Ross and Douglas E. McDougall6. The Role of Literacy and Literature - David Booth7. Imagine ... An Enlightening and Empowering Science and Technology Education - Larry Bencze8. Understanding Technology - Carl Bereiter9. Deepening Understanding and Competence in Social Studies Teaching - Mark Evans and Ian Hundey10. Imagining Drama/Theatre and the Arts - Kathleen GallagherPart 3: Teaching for Deep Understanding Across the Curriculum11. Multiliteracies Pedagogy and the Role of Identity Texts - Jim Cummins12. Teaching Wisdom Through Deep Critical Thinking and Development of Character - Michel Ferrari13. Technology for Understanding - Marlene Scardamalia14. Knowledge Building in Elementary Science - Richard Messina and Richard Reeve15. Classroom Assessment for Deep Unde...
