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Bbq Sauce The Ultimate Guide [Pdf]
Please choose a different delivery location or purchase from another seller.Please choose a different delivery location or purchase from another seller.Please try again. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Please try again later. p 5.0 out of 5 stars I have used this book many times since I purchased it and know that I will long after I find my dream job. Each chapter has suggestions and even links to get you on the right track. If you are just starting to develop an electronic portfolio, I suggest this book!It's just great, why do I need a minimum of a certain amount of words.It was the first book I ordered that had been used. It appears just well-read. It also analyzes reviews to verify trustworthiness. Please try again later.It is also an easy and enjoyable book to read! Contact your Savvas Learning Company Account General Manager for purchase options.This influential work has guided thousands of pre- and in-service teachers with the tools they need to provide an authentic, broad-based, and compelling method for evaluating their professional abilities and showcasing their unique individual talents and contributions. Clearly written with ample real-life examples throughout, the text is simple enough to use without outside help so that novice and experienced teachers alike can independently create a portfolio that showcases their strengths in each of the InTASC standards.
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The authors have included a robust list of pragmatic artifacts, and present other teaching possibilities so that educators can see the range of documents that are applicable to presenting their professional growth within their personal teaching portfolio. Guidelines for using the portfolio throughout one's teaching career are included in one chapter, which also details potential interview questions, and additional ways to use the portfolio in an interview. The final chapter is devoted to showing teachers how to pull it all together in an electronic version of the professional portfolio. Sets of standards are also compared, and the addition of Danielson's Framework for Teaching domains is now included. In Chapter 4, all 10 explanations of standards and teaching scenarios are newly revised to reflect the new 2011 InTASC standards. Danielson's Framework for Teaching domains have been added to Chapter 3 to provide an additional structure for organizing the portfolio. Five additional artifact possibilities have been added to Chapter 5 to address InTASC Standard Five, Application of Content. Chapter 7 includes updated links to online electronic portfolios. Connect with us to Instant Access ISBNs are for individuals purchasing with credit cards or PayPal. Savvas Learning Company is a trademark of Savvas Learning Company LLC. All have published and presented in the teacher education field in a variety of professional interests including early childhood, literacy, social studies, National Board certification, and curriculum development. Please try again. Groups Discussions Quotes Ask the Author Portfolio development serves as a fair, authentic, broad-based, and impartial means of teacher assessment. The growing emphasis on creating and maintaining professional teaching portfolios enables pre-se Portfolio development serves as a fair, authentic, broad-based, and impartial means of teacher assessment.
The growing emphasis on creating and maintaining professional teaching portfolios enables pre-service and in-service teachers to play a more active role in charting their own professional growth and then demonstrating their competence and achievements. This manual provides clear, manageable, step-by-step guidelines and tips for professional portfolio development that can be followed by teachers at all stages of their careers. To see what your friends thought of this book,This book is not yet featured on Listopia.Building an electronic portfolio is required in my program, but I hear from area teachers that districts don't care about them or look at them in the hiring process. May use some of the ideas about creating a brochure with the highlights from your electronic portfolio. Building an electronic portfolio is required in my program, but I hear from area teachers that districts don't care about them or look at them in the hiring process. May use some of the ideas about creating a brochure with the highlights from your electronic portfolio. The internship seminar uses this book as a text for helping student to prepare for their PERB culminating performances. One of the important features connecting it to EDU345 is its description of how build an eportfolio. I particularly appreciated the sixth chapter, which shared hundreds of examples of artifacts one could include in a portfolio. There are no discussion topics on this book yet.We've got you covered with the buzziest new releases of the day. We can't connect to the server for this app or website at this time. There might be too much traffic or a configuration error. Try again later, or contact the app or website owner.
In seven concise chapters, this book offers preservice and in-service teachers step-by-step procedures for portfolio development, using national teaching standards as the organizing system, and offers teachers an extensive list of pragmatic artifact possibilities to showcase their professional growth. Since 1997, How to Develop a Professional Portfolio: A Manual for Teachers has been a leading source of information for teachers who need guidance in creating a portfolio that showcases their professional abilities. In seven concise chapters, this book offers preservice and in-service teachers step-by-step procedures for portfolio development, using national teaching standards as the organizing system, and offers teachers an extensive list of pragmatic artifact possibilities to showcase their professional growth. Chapter 3, “Creating a Standards-Based Portfolio,” explains the current focus on standards-based education, helping students learn about the importance of standards-based education and the advantages of using standards as a way of documenting their capabilities. WHAT REVIEWERS ARE SAYING: “The key strengths of this project are its practicality, readability, link to real life situations, use of exemplars and practice sections. I can’t think of a situation where a pre-service teacher, in need of a portfolio, will not find this book invaluable.” --Cindy Altomari, University of New England “I like the writing style.All have published and presented in the teacher education field in a variety of professional interests including early childhood, literacy, social studies, National Board certification, and curriculum development. Satisfaction Guaranteed. Book is in NEW condition.All Rights Reserved. The 13-digit and 10-digit formats both work. Please try again.Please try again.Please try again. Something we hope you'll especially enjoy: FBA items qualify for FREE Shipping and. Learn more about the program. Please choose a different delivery location.
Used: GoodSomething we hope you'll especially enjoy: FBA items qualify for FREE Shipping and Amazon Prime. Learn more about the program. Thousands of pre-service and in-service teachers have followed the tools provided in this uniquely versatile and practical book with its clear, manageable guidelines and tips for professional portfolio development that can be followed by teachers at all stages of their careers. In seven concise chapters, the latest edition of this best-selling text offers step-by-step procedures for portfolio development, using the 2011 InTASC national teaching standards as the basis for the organization throughout the text. The text provides guidance for educators on how to assemble the portfolio, choosing standards, and organizing the material around teaching standards. Artifact possibilities are included, as well as how to use the portfolio throughout one’s teaching career, as well as interview questions, and ways to use the portfolio in an interview. The final chapter is devoted to showing teachers how to pull it all together in an electronic portfolio. The end-matter features professional affiliates, developing a “portfolio at-a-glance,” and a helpful Glossary of key terms. Clearly written with ample real-life examples throughout, the text is simple enough to use without outside help so that novice and experienced teachers alike can independently create a portfolio that showcases their strengths in each of the InTASC standards.Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Show details It is written primarily for preservice teachers; however, inservice teachers, school districts, or university departments of education can adapt and interpret the guidelines presented to their unique situations.
For fifteen years, How to Develop a Professional Portfolio: A Manual for Teachers has been a leading source of information for teachers who need guidance in creating a portfolio that showcases their professional abilities. In seven concise chapters, this book offers pre-service and in-service teachers step-by-step procedures for portfolio development, using national teaching standards as the organizing system, and offers teachers an extensive list of pragmatic artifact possibilities to showcase their professional growth. This versatile and practical book provides clear, manageable guidelines and tips for professional portfolio development that can be followed by teachers at all stages of their careers.All have published and presented in the teacher education field in a variety of professional interests including early childhood, literacy, social studies, National Board certification, and curriculum development. Full content visible, double tap to read brief content. It also analyzes reviews to verify trustworthiness. Please try again later. Rebecca 3.0 out of 5 stars It also contained helps for interviewing for a teaching job. I will be referring to this book for the next few years as I create my own portfolio.Easy to read, right to the point.It looks perfect! The 13-digit and 10-digit formats both work. Please try again.Please try again.Please try again. Used: GoodSomething we hope you'll especially enjoy: FBA items qualify for FREE Shipping and Amazon Prime. Learn more about the program. Portfolio development serves as a fair, authentic, broad-based, and impartial means of teacher assessment. This manual provides clear, manageable, step-by-step guidelines and tips for professional portfolio development that can be followed by teachers at all stages of their careers. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required.
The growing emphasis on creating and maintaining professional teaching portfolios enables pre-service and in-service teachers to play a more active role in charting their own professional growth and then demonstrating their competence and achievements. This manual provides clear, manageable, step-by-step guidelines and tips for professional portfolio development that can be followed by teachers at all stages of their careers.Full content visible, double tap to read brief content. It also analyzes reviews to verify trustworthiness. Please try again later. L. Gomez 5.0 out of 5 stars Once I bought it I contacted the seller, and the book was in my hands the following day. My experience was awesome, I highly recommend this seller, because he was responsible and serious to the most. Ah! and the conditions of the book were unexpected.It turns out that this is an excellent resource for any teacher trying to impress employers with an electronic portfolio. I would recommend this book to any teacher looking to secure work and display techno savvy!It is very good, has a lot of information to assit me. If you're looking to make a porfolio this is the book to get. Of course Amazon got me this book on time. I love using amazon for all my books.Lots of helpful tips and examples of many different examples of artifacts to make your portfolio stand out among the rest.It helps you organize the information in a way that will enhance final publication of your portfolio.It has a lot of good information in it and is very helpful. Try your search again or got back to the homepage. CORGI HomePlan Ltd is registered in Scotland (Company No. SC358475). Registered Office: 1 Masterton Park, South Castle Drive, Dunfermline, KY11 8NX. The insurance policy is underwritten by OVO Insurance Services Ltd, a firm authorised and regulated by the Guernsey Financial Services Commission under reference number 2570126.
OVO Insurance Services Ltd is registered in the Bailiwick of Guernsey under the Companies (Guernsey) Law 2008 (Company No. 67013). Registered office: PO Box 155, Mill Court, La Charroterie, St Peter Port, Guernsey, GY1 4ET. CORGI HomePlan Ltd and OVO Insurance Services Ltd are part of OVO Group Ltd. July 22 - Aug 18Our payment security system encrypts your information during transmission. We don’t share your credit card details with third-party sellers, and we don’t sell your information to others. Used: Very GoodVery minimal writing or notations in margins not affecting the text. Possible clean ex-library copy, with their stickers and or stamp(s).Please try again.In seven concise chapters, this book offers preservice and in-service teachers step-by-step procedures for portfolio development, using national teaching standards as the organizing system, and offers teachers an extensive list of pragmatic artifact possibilities to showcase their professional growth. Download one of the Free Kindle apps to start reading Kindle books on your smartphone, tablet, and computer. Get your Kindle here, or download a FREE Kindle Reading App.Since 1997, How to Develop a Professional Portfolio: A Manual for Teachers has been a leading source of information for teachers who need guidance in creating a portfolio that showcases their professional abilities. I can’t think of a situation where a pre-service teacher, in need of a portfolio, will not find this book invaluable.” --Cindy Altomari, University of New England “I like the writing style.All have published and presented in the teacher education field in a variety of professional interests including early childhood, literacy, social studies, National Board certification, and curriculum development. To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. It also analyzes reviews to verify trustworthiness.
I have used this book many times since I purchased it and know that I will long after I find my dream job. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements. This includes using third party cookies for the purpose of displaying and measuring interest-based ads. Sorry, there was a problem saving your cookie preferences. Try again. Accept Cookies Customise Cookies July 2 - 20Depending on your delivery address, VAT may vary at Checkout. For other items, please see details. Our payment security system encrypts your information during transmission. We don’t share your credit card details with third-party sellers, and we don’t sell your information to others. For further information, company details, terms and conditions, and cancellation rights, please click on the seller’s name.Our guarantee covers both the timely delivery and the condition of your items. See full details Used: Like NewDer Text hat keine Notizen oder Markierungen und die Seiten sind nicht umgeknickt. Zufriedenheit garantiert!Please try again.Import Fees DepositIn seven concise chapters, this book offers preservice and in-service teachers step-by-step procedures for portfolio development, using national teaching standards as the organizing system, and offers teachers an extensive list of pragmatic artifact possibilities to showcase their professional growth. Entdecken Sie unseren Get your Kindle here, or download a FREE Kindle Reading App.Since 1997, How to Develop a Professional Portfolio: A Manual for Teachers has been a leading source of information for teachers who need guidance in creating a portfolio that showcases their professional abilities. Chapter 3, ?Creating a Standards-Based Portfolio,.WHAT REVIEWERS ARE SAYING: ?The key strengths of this project are its practicality, readability, link to real life situations, use of exemplars and practice sections. I can?
t think of a situation where a pre-service teacher, in need of a portfolio, will not find this book invaluable.? --Cindy Altomari, University of New England ?I like the writing style.All have published and presented in the teacher education field in a variety of professional interests including early childhood, literacy, social studies, National Board certification, and curriculum development. To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. It also analyses reviews to verify trustworthiness. I have used this book many times since I purchased it and know that I will long after I find my dream job. Eight English teachers from Nam?k Kemal University, School of Foreign Languages participated in this study. Participants constructed teacher portfolios using INTASC standards during 2010-2011 school years. A qualitative case study research method was applied to analyze the data gathered from pre- and post- interviews and submitted teacher portfolios. The results showed that teacher portfolios were effective on professional development in terms of organization and planning, self-awareness, self-reflection and self-evaluation, continuous teacher professional development, student motivation, confidence and professional satisfaction. However, the participants emphasized that lack of time; guidance and evidence were the main hindrances in the portfolio construction process. Teacher portfolios allowed teachers to reflect upon their teaching practices and provided teachers an alternative pathway for professional development. Keywords: eacher education; professional development, teacher portfolios; teaching profession.Eight English teachers from Nam?k Kemal University, Schoo l of Foreign Languages participated in this stu dy. Participants constructed teacher portfolios using INTASC standards during 2010 - 2011 sc hool years.
A qualitative case study research method was applied to analyze the d ata gathered f rom pre- and post- interviews and subm itted teacher port folios. The results showed that teacher portfol ios were effectiv e on professional development in term s of organization and p lanning, self-awareness, self- reflection and self-ev aluation, continuous teacher p rofessional d evelopment, student motivation, confidence and professional satisfact ion. However, the participants emphasized t hat lack of t ime; guidance and evidence were th e m ain hindrances in the portfolio construction process. Teacher portfol ios allowed teachers to reflect upon their te aching pra ctices and provided teac hers an alternative pa thway for professional devel opment. Keywords: eacher education; profess ional dev elopm ent, teacher port folios; teaching professio n. Introduction 12 Understanding the n eed for “teacher portfolios” is highly related to understanding the nature of teaching process because teaching is a complex and demanding process which changes a ccording to diverse contexts. A method applied or a technique utilized for an activity in one classroom could be completely ineffective with another. Hence, teachers need to think about their teaching in detail, make nec essary changes or get profe ssional he lp when necessary. I n doin g so, teaching experiences and discussions increase and teachers grow as professionals. In these terms, “ teacher portfolios” have been widel y -used in pre service and also in service education programs. W ith the teacher port folio being regarded as a tool of immense value for professional development, more and more in-service teachers and professors in teacher education programs are engaged in their own career long portfolio-building. Kinnard (2007) states that at man y univ ersities, the teacher portfolio is now a tool used for promotion and tenure across all disciplines.
The evolution of “teacher portfolios” started as a r esult of the researches conducted by Lee S hulman who was a professor at Michigian Universit y. In 1970s, competency based t eacher preparation programs emerged (Bullock, A., Hwak, P., 2001) and they brought several teacher testing wa ys. Th ese w ere the tests with multiple-choice questions assessing basic literacy, professional knowledge, and subject matter knowledge (Haertel,1991). They were generally teacher centered and could evaluate a tea cher’s performance b y giving percentages. So in theory, these standardiz ed tests could show whether a teac her is good or not, according to “a set of previousl y determined g ood teaching beh aviors or skills”. Te acher portfoli os came as an opposition to this idea that teaching was a combination of skilled behavior or a proces s that leads to certain expected results. Kinnard (2007) stat es that to Shulman, teaching was the free creative ex ercise of deciding how best to present a topic given the students’ lev el of p reparation, materials available, and an y other immediate conditions within which learning needed to happen. As a result, in 1970s, an educational reform which is characterized b y a lifelong, active, student-centered, self-directed and constructivist process started to be widel y accepted. The starting point of this educational reform also led to the raise for standards in teacher certification. Rather than using test scores for assessing teachers’ performance, a better wa y that ushers professional respectability of teachers was searched because a new way or a to ol which is more contextualized, situational, interactive and creative was the ur gent need. According to Ly ons (1998), this new tool would be the teacher portfolio.
Kinnard (2007) states that the work of pioneers such as Shulman and newly created organizat ions such as the National Board for Professional Teaching Standards (NBPTS) and the I nterstate New Teacher Assessment and Support Consortium (INTASC) in ex amining new and improved criteria for teache r certification led to the adoption of teacher portfolios as a viable teacher assessment methodology. Also, increa sed focus on qualit y o f education and the need for a method for development, assessment and documentation of teachers’ pedagogical competencies hav e given rise to the notion of “teacher portfol io”. This ide a of building a teacher portfolio may offer a more complex and richer mean for teacher assessment and professional d evelopment rather than merel y performing a set of pr escribed b ehaviors. This is clearly illust rated in L ee Shulman’s words: “I no longer think of assessment o f teachers as an activity involving a single test or even a batter y of tests. I envision a process that unfolds and extends over time, in which written tests of knowledge, systematic documentation or accomplishments, formal attestations b y colleagues and supervisors and analyses of performance in assessment centers and in the workplace are combined and integrated in a variety of wa ys to achieve a representation of a candidate’s pedagogical capacities” They all have at tempted to define the learning-teaching process from different perspectives and also provided coherent theoretical frameworks to guide and improve “learning” as well as “performance.” Theories of learning tend to center around one of several perspect ives or paradigms such as behaviorism, co gnitivist and constructivism. Throuhoug ht much of the 20th century, theorists and educators have followed behaviorist theories of learning which mainly fo cuses on the presentation of knowledge b y teacher an d repetition of it b y learner practice.
The learning of behaviorism goes back to the studies of Pavlov, Thorndike and Watson. However, the implementation of this theory to man y disciplines and fields h as its roots on the studies of B.F. Skinner. Skinner’s the ory highly re lies on observable behavior which is viewed a s a response to stimuli. The main goal of his theory is to transform the learners’ behavior into a desired behavior b y imit ation, repetition, and positive or negative reinforcement in the form of rewards an d punishment which is known as operant conditioning. Various education fields are inspired by this behaviorist learning view and it has provided several behaviorist principles as the temple for the approaches and practices. In language edu cation, audio-li ngual method, curriculum design approaches, mod el-based learning such as micro-t eaching for teacher education and compet ency-based teacher education are the fo remost examples of behaviorist learning theory. Objections to behaviorist learning theor y involves the notions about the ignorance of innate mental processes because it is a theory of learning that only focuses on objectively observable behaviors and discounts mental activities. In addition to this, the ignorance to the individual differences, learners’ beliefs, values and experiences makes learnin g superficial and the imitation of single model undermines active le arning and creativit y. Ozmon and Craver (1995) emphasizes that “Skinner was a strong advocate of education, although man y critics argue th at what he meant by education is not education but training” Behaviorist learning t heory lac ks some of the important issues such as the human as a social being who has self-determination, self-expression and thinking. I t offers n o opportunity of self-direction and opportunit y for personal change as it sees learners as “machines”.
In response to thes e limitations, cognitivism emerged in the 1950’s as a different dimension to the theories of learning which gives importance to “mind” and “human”. According to Ormrod (2000), cognitivism may be defined as a theoretical persp ective that focuses on the mental processes underlying human behavior. Cognitivism focuses on the int ernal processes and connections that take place during learnin g. It plac es emphasis on how the information is Following cognitivist t heories of learnin g, another profound learning theory which is “constructivism” evolved. Constructivism has been considered as a more natural, productive, and re levant and empowering theory because although it has similarities to behaviorism a nd c ognitivi sm in terms of being obj ectivistic, constructivism is more learner centered. Within the theories of constructivism, there are various interpretations of it. In the teacher e ducational field, two of these interpretations can be found mostly as physiological or cognitive constructivism and social constructivism. Two major iss ues shape these interpretatio ns: (1) education for individual deve lopment versus educ ation for social transformation and (2) the d egree of influence th at social context has on individual cognitive de velopment (Richardson, 1997; Vadeboncoeur, 1997). Constructivism, as the dominant learning theory of 20th centur y, r eplaced the t eacher as the center of the knowledge with the learner. Thus, the role of teachers has changed. Furthermore, as construc tivism continues to evolve its e ffects on pre -service and in service tea cher education have increased to a great extent. In language teacher education, instead of using traditional methods in which teachers are viewed as knowledge providers that are full y equipped with theories, constructivism suggesting int eraction between teachers and students to construct and reconstruct meaning with practice h as begun to take its place.
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