| LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2013017512 |
| INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780415618434 |
| INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780415618441 () |
| INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781315884516 () |
| DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Call number |
371.3/7 |
| MAIN ENTRY--PERSONAL NAME |
|---|
| Authors |
Lefstein, Adam |
| TITLE STATEMENT |
|---|
| Title |
Better than best practice : |
| Subtitle |
developing teaching and learning through dialogic pedagogy |
| Statement of responsibility, etc |
Adam Lefstein, Julia Snell |
| PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication |
New York : |
| Publisher |
Routledge, |
| Date |
2013. |
| PHYSICAL DESCRIPTION |
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| Extent |
xii, 199 p. ; |
| Size |
26 cm. |
| SUMMARY |
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| Summary |
Better than Best Practice offers a new way of thinking about classroom practice, professional development, and improving teaching and learning. This companion book and website together offer a selection of rich and realistic video-based case studies, context and narrative, step-by-step guidance through key issues, and commentary and debate from a range of expert contributors. Carefully chosen video clips from primary school literacy lessons show real teachers in a variety of often knotty situations: classroom conversations that take unexpected turns; grappling with assessment; managing disagreements, to name a few. The book explores the educational potential of classroom talk and, in particular, the promise and problems of dialogic pedagogy. With an emphasis on the complexity and 'messiness' of teaching, Better than Best Practice considers how to learn from observing and discussing practice in order to develop professional judgment. It offers practical advice on how to organise and facilitate video-based professional development in which teachers share their practice with colleagues in order to learn from one another's challenges, problems, dilemmas and breakthroughs. This exciting new resource argues that critical discussions of practice, which highlight dilemmas instead of prescribing solutions, help to develop and support thoughtful, flexible, and insightful practitioners: an approach that is better than best practice. |
| SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical Heading |
Questioning |
| SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical Heading |
Reflective teaching |
| SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical Heading |
Interaction analysis in education |
| SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical Heading |
EDUCATION / General |
| SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical Heading |
EDUCATION / Elementary |
| ADDED ENTRY |
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| Name |
Snell, Julia |
| ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
https://uowd.box.com/s/zih8cop3mqq547mid4nh84q8if4lv4a6 |
| Public note |
Location Map |
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55959 |
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22513 |
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7165 |
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33473 |
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4401 |
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19901 |
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55960 |