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008    140717p20142006cau120        o   vleng d 
028 52 1110581|bKanopy 
035    (OCoLC)897771730 
040    UtOrBLW|beng|erda|cUtOrBLW 
099    Streaming Video Kanopy 
245 00 Results that last.|h[Kanopy electronic resource] 
264  1 [San Francisco, California, USA] :|bKanopy Streaming,
       |c2014. 
300    1 online resource (1 video file, approximately 120 min.) :
       |bdigital, .flv file, sound 
336    two-dimensional moving image|btdi|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
344    digital 
347    video file|bMPEG-4|bFlash 
500    Title from title frames. 
518    Originally produced by Stenhouse Publishers in 2006. 
520    What are the features of a school change model? Can these 
       characteristics be captured and shared with other schools?
       How can all members of the school community work together 
       to effect change? In this four-part series, teachers and 
       administrators explore specific ideas for implementing an 
       apprenticeship literacy model that includes on-the-job 
       experiences in five critical areas: assessing change over 
       time in reading and writing progress colleague coaching 
       and mentoring teams in the classroom school-embedded 
       professional development a curriculum that uses literacy 
       as a means for monitoring and promoting school-wide 
       changes built-in accountability for assessing student (and
       program) performance. The model is illustrated across four
       schools and seven classrooms. At a time when comprehensive
       literacy models are more important than ever, this staff 
       development series provides schools with guidance for 
       getting results that are long lasting and self-extending. 
       About the author: Carla Soffos is a literacy specialist 
       with the Arkansas Department of Education. She has twenty-
       one years of experience in education, including teaching 
       in the primary grades and Literacy Coaching. Carla is 
       completing degree requirements for an educational 
       specialist in Reading, with a research focus on 
       intervention programs in comprehensive literacy schools. 
       Linda Dorn is a professor of reading education at the 
       University of Arkansas at Little Rock, where she is the 
       director of the UALR Center for Literacy. She teaches 
       graduate classes in literacy theory, research, classroom 
       practice, and literacy leadership. She has twenty seven 
       years of experience in education, including teaching at 
       the elementary, intermediate, and college levels. Linda is
       the primary developer and lead trainer of the partnerships
       in comprehensive literacy model, a nationally recognized 
       model that uses literacy coaches as agents of change. She 
       has worked with many school districts across the United 
       States and she has collaborated with several state 
       departments on comprehensive literacy initiatives. Carla 
       and Linda Dorn have collaborated on several Stenhouse 
       publications, including the books Shaping literate minds 
       and scaffolding young writers, and three video series: 
       Results that last, Developing independent learners, and 
       Organizing for literacy. 
538    Mode of access: World Wide Web. 
650  0 Literacy programs. 
650  0 Educational tests and measurement. 
650  0 Documentary television programs. 
655  7 Documentary television programs.|2lcgft 
700 1  Soffos, Carla,|eauthor. 
700 1  Dorn, Linda J.,|eauthor. 
710 2  Kanopy (Firm) 
856 40 |uhttps://naperville.kanopy.com/node/110582|zAvailable on 
       Kanopy 
856 42 |zCover Image|uhttps://www.kanopy.com/node/110582/external
       -image