Collective Student Efficacy

Developing Independent and Inter-Dependent Learners
1. Auflage 2021
ISBN: 978-1-5443-8344-6
Verlag: SAGE Publications Inc

Buch, Englisch, 184 Seiten, Format (B × H): 253 mm x 178 mm, Gewicht: 412 g

Reihe: Corwin Teaching Essentials

Arm students with the confidence they need to pursue ambitious goals—together.

Collective student efficacy— students’ beliefs that by working with other people, they will learn more—can be a powerful accelerator of student learning and a precursor to future employment success.

Harnessing twenty-five years of VISIBLE LEARNING® research, Collective Student Efficacy: Developing Independent and Inter-Dependent Learners illuminates the power of collective efficacy and identifies the many ways teachers can activate collective efficacy with their students. More than cooperative and collaborative learning, collective efficacy requires the refinement of both individual and collective tasks that build on each other over time. This innovative book details how knowledge, skills, and dispositions entangle to create collective and individual beliefs, and leads educators to mobilize collective efficacy in the classroom. It includes:

- The vital components and evidence-based success criteria necessary for students' collective efficacy
- The "I" and "We" skills that need to be developed to ensure students have the skills and confidence to contribute to group success
- The nature of learning design, lesson planning, and classroom structures that ensure opportunities for all students to engage in collective efficacy
- The necessity for constructive alignment between learning intentions, tasks, success criteria, and assessments
- "Learning from a Distance" actions to facilitate building skills in remote learning environments

The time is now to prepare students to meet the demands of the future. Through collective student efficacy, students will learn to become actionable agents of learning and change.

Autoren/Hrsg.

Fisher, Douglas

Hattie, John

Frey, Nancy

Clarke, Shirley

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Introduction: Why Collective Efficacy?
Chapter 1: The Value of the Collective
Chapter 2: Why Focus on Collective Student Efficacy?
Chapter 3: Developing the "I" Skills
Chapter 4: Developing the "We" Skills
Chapter 5: The Learning Design of the Lesson
Chapter 6: Learning Intentions and Success Criteria for Collective Student Efficacy
Chapter 7: Learning in Pairs or Groups
Chapter 8: Assessment of Collective Student Efficacy
Chapter 9: The Possibility of Collective Student Efficacy

Über Autor(innen)

Hattie, John
John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and 10 Mindframes for Visible Learning.

Fisher, Douglas
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.

Clarke, Shirley
SHIRLEY CLARKE (M.ED., HON.DOC) is a world expert in formative assessment, specializing in the practical application of its principles. Many thousands of teachers have worked with Shirley or read her books and, through them, the practice of formative assessment is continually evolving, developing and helping to transform students’ achievements.

Shirley’s latest publications are Visible Learning Feedback with John Hattie and Thinking Classrooms with Katherine Muncaster Her website www.shirleyclarke-education.org contains a videostreaming platform of clips of formative assessment in action as well as detailed feedback from her action research teams.

Frey, Nancy
Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.