Joan E Talbert's Books

Remaking the Concept of Aptitude

Extending the Legacy of Richard E. Snow

By: Lyn Corno,Lee J. Cronbach,Haggai Kupermintz,David F. Lohman,Ellen B. Mandinach,Ann W. Porteus,Joan E. Talbert

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Remaking the Concept of Aptitude

Extending the Legacy of Richard E. Snow

By: Lyn Corno,Lee J. Cronbach,Haggai Kupermintz,David F. Lohman,Ellen B. Mandinach,Ann W. Porteus,Joan E. Talbert

The unique perspective of Richard E. Snow, in recent years one of the most distinguished educational psychologists, integrates psychology of individual differences, cognitive psychology, and motivational psychology. This capstone book pulls together the findings of his own 35 years of research on aptitudes and those from (especially) European scholars, of which he had exceptional knowledge. A panel of experts and former associates completed this book after his death in 1997, expanding his notes on implications of the theory for instructional design and teaching practice. The panel developed Snow's ideas on where the field should go next, emphasizing promising research strategies. Viewing intelligence as education's most important product, as well as its most important raw material, Snow stressed the need to consider both cognitive skills and affective-motivational characteristics. In this book, previously unconnected research and scattered theoretical ideas are integrated into a dynamic model of aptitude. Understanding the transaction between person and situation was Snow's primary concern. This volume draws from diverse resources to construct a theoretical model of aptitude as a complex process of unfolding person-situation dynamics. Remaking the Concept of Aptitude: Extending the Legacy of Richard E. Snow: *presents historical and contemporary discussion of aptitude theory, illuminating recent ideas by pointing to their historic antecedents; *provides evidence of how sound research can have practical ramifications in classroom settings; *discusses the strengths and weaknesses of prominent research programs, including Gardner's "multiple intelligence," meta-analysis, ATI experiments, and information processing; *describes in detail specific research that has developed important concepts--for example, Czikszentmihalyi on "flow"; Lambrechts on success in stressful training; Sternberg on componential analysis; and Gibson on tailoring affordances to match motivations; and *keeps statistical complexities to a minimum, and includes a simply written Appendix that explains the interpretation of key technical concepts. By characterizing sound research in the field, this volume is useful for psychologists and educational researchers. It will also be instructive for teachers seeking to deepen their knowledge of the whole child and for parents of children facing standardized testing.

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Page Count

327

Publisher

Routledge

Published Date

ISBN 10

1135660115

ISBN 13

9781135660116

Professional Communities and the Work of High School Teaching

By: Milbrey W. McLaughlin,Joan E. Talbert

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Professional Communities and the Work of High School Teaching

By: Milbrey W. McLaughlin,Joan E. Talbert

American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. While many reformers look for change at the state or district level, the authors here argue that the most local contexts—schools, departments, and communities—matter the most to how well teachers perform in the classroom and how satisfied they are professionally. Their findings—based on one of the most extensive research projects ever done on secondary teaching—show that departmental cultures play a crucial role in classroom settings and expectations. In the same school, for example, social studies teachers described their students as "apathetic and unwilling to work," while English teachers described the same students as "bright, interesting, and energetic." With wide-ranging implications for educational practice and policy, this unprecedented look into teacher communities is essential reading for educators, administrators, and all those concerned with U. S. High Schools.

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Page Count

240

Publisher

University of Chicago Press

Published Date

ISBN 10

0226500705

ISBN 13

9780226500706

Strategic Inquiry

Starting Small for Big Results in Education

By: Nell Scharff Panero,Joan E Talbert

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Strategic Inquiry

Starting Small for Big Results in Education

By: Nell Scharff Panero,Joan E Talbert

Strategic Inquiry is an innovative model for promoting teacher collaboration around identifying specific “learning gaps” that keep struggling students from succeeding. Gaps may include anything from the proper use of commas and conjunctions to concepts such as “slope” in math. The authors argue that addressing these critical learning gaps can lead to big changes in student success, in teachers’ sense of efficacy, and in school culture. The strategic inquiry model has been implemented in schools and districts around the country, including New York City, where it was rigorously evaluated with impressive results. As Common Core standards raise the bar for student learning ever higher, this proven approach promises to build teachers’ capacity for closing the gap between where struggling students are and where they need to be.

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Page Count

236

Publisher

Harvard Education Press

Published Date

ISBN 10

1612505864

ISBN 13

9781612505862

Building School-based Teacher Learning Communities

Professional Strategies to Improve Student Achievement

By: Milbrey Wallin McLaughlin,Joan E. Talbert

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Building School-based Teacher Learning Communities

Professional Strategies to Improve Student Achievement

By: Milbrey Wallin McLaughlin,Joan E. Talbert

Building on evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. It provides an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities.

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162

Publisher

Teachers College Press

Published Date

ISBN 10

0807746797

ISBN 13

9780807746790

Building School-Based Teacher Learning Communities

Professional Strategies to Improve Student Achievement

By: Milbrey W. McLaughlin,Joan E. Talbert

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Building School-Based Teacher Learning Communities

Professional Strategies to Improve Student Achievement

By: Milbrey W. McLaughlin,Joan E. Talbert

Building on extensive evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. McLaughlin and Talbert—foremost scholars of school change and teaching contexts—provide an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities. Offering a compelling, straightforward blueprint for action, this book: Takes a comprehensive look at the problem of improving the quality of teaching across the United States, based on evidence and examples from the authors’ nearly two decades of research.Demonstrates how and why school-based teacher learning communities are bottom-line requirements for improved instruction. Outlines the resources and supports needed to build and sustain a long-term school-based teacher professional community. Discusses the nature of high-quality professional development to support learning and changes in teaching.Details the roles and responsibilities of policymakers at all levels of the school system. “This book offers vivid examples of how teacher learning communities are formed and sustained. A must-read for educators at all levels who are serious about enacting change.” —Amy M. Hightower, Assistant Director, American Federation of Teachers

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Page Count

162

Publisher

Teachers College Press

Published Date

ISBN 10

0807774995

ISBN 13

9780807774991

Helping children cope

By: Joan Fassler

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Helping children cope

By: Joan Fassler

Recommends children's books as aids in coping with a variety of stressful experiences including death and separation, illness, lifestyle changes, and potentially upsetting situations

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Page Count

162

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Free Pr

Published Date

ISBN 10

0026935007

ISBN 13

9780026935005

Remaking the Concept of Aptitude

Extending the Legacy of Richard E. Snow

By: Lyn Corno,Lee J. Cronbach,Haggai Kupermintz,David F. Lohman,Ellen B. Mandinach,Ann W. Porteus,Joan E. Talbert

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Remaking the Concept of Aptitude

Extending the Legacy of Richard E. Snow

By: Lyn Corno,Lee J. Cronbach,Haggai Kupermintz,David F. Lohman,Ellen B. Mandinach,Ann W. Porteus,Joan E. Talbert

Richard E. Snow's final book, unfinished at his death in 1997, has been organized & completed by a panal of his colleagues. The book identifies questions that research should address to combine aptitude theory with theory of social & cognitive processes.

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Page Count

315

Publisher

Routledge

Published Date

ISBN 10

1135660123

ISBN 13

9781135660123

Book's by Joan E Talbert

Remaking the Concept of Aptitude

Remaking the Concept of Aptitude

Professional Communities and the Work of High School Teaching

Professional Communities and the Work of High School Teaching

Strategic Inquiry

Strategic Inquiry

Building School-based Teacher Learning Communities

Building School-based Teacher Learning Communities

Building School-Based Teacher Learning Communities

Building School-Based Teacher Learning Communities

Helping children cope

Helping children cope

Remaking the Concept of Aptitude

Remaking the Concept of Aptitude

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