WorldCat Identities

Anderson, Lorin W.

Overview
Works: 82 works in 267 publications in 7 languages and 9,836 library holdings
Genres: Handbooks and manuals  Cross-cultural studies  Encyclopedias  Abstracts 
Roles: Author, Editor, Other, Author of introduction, Redactor, Contributor
Classifications: LB17, 370.1
Publication Timeline
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Most widely held works by Lorin W Anderson
A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives by Lorin W Anderson( Book )

29 editions published between 2000 and 2014 in 3 languages and held by 1,321 WorldCat member libraries worldwide

This revision of Bloom's taxonomy is designed to help teachers understand and implement standards-based curriculums. Cognitive psychologists, curriculum specialists, teacher educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes. In combination, these two define what students are expected to learn in school. It explores curriculums from three unique perspectives-cognitive psychologists (learning emphasis), curriculum specialists and teacher educators (C & I emphasis), and measurement and assessment experts (assessment emphasis). This revisited framework allows you to connect learning in all areas of curriculum. Educators, or others interested in educational psychology or educational methods for grades K-12
Bloom's taxonomy : a forty-year retrospective( Book )

10 editions published in 1994 in English and Undetermined and held by 915 WorldCat member libraries worldwide

"This book provides an in-depth look at issues surrounding the field of bilingual education. The focus is on meeting the needs of language minority students of Hispanic backgrounds, but the discussion throughout has relevance for those working in bilingual education in other contexts." "The book is also relevant for all who want to see all children and youth served effectively and equitably in our schools. Although the concern here is with diversity arising because of differences in language and cultural backgrounds, the authors deal with issues that are central when confronting problems linked to other kinds of diversity that increasingly characterize school populations." "The history of bilingual education in the United States is a manifestation of a persistent conflict between assimilationists and cultural pluralists. This conflict is at the root of the "politics" of bilingual education, as is clearly seen here in discussions of developments in federal and state policy." "Descriptions of practices in elementary and secondary schools with large numbers of language minority students indicate considerable variety in approaches to the problem and even in how the term "bilingual education" is construed. It is clear, however, that contributors to this volume see dual language instruction as "the best possibility for achieving the social goals of education as well as for contributing to the linguistic resources of the country." Taken together, their chapters offer a persuasive rationale for that view." "It is not easy to devise quality programs using dual language instruction. The lack of adequately prepared teachers is a major obstacle. There are important methodological issues to be considered. Problems in the evaluation of programs, including the assessment of students' progress, offer special difficulties. Meaningful involvement of parents is seen as a critical component of effective dual language programs, as is the effective use of the primary language of students "as a resource."" "Throughout the volume the authors cite and comment upon much of the significant research that has brought a new understanding of the problems and possibilities of bilingual education."--Jacket
Assessing affective characteristics in the schools by Lorin W Anderson( Book )

12 editions published between 1981 and 2013 in English and Undetermined and held by 715 WorldCat member libraries worldwide

The affective realm is a critical, but often forgotten, aspect of schooling. The development of character and the formation of appropriate learning environments rely to a large extent on understanding the affective nature of students. Even when the focus is on cognitive achievement, affect has a role to play. Teachers frequently mention a lack of motivation as a primary reason for students not achieving as well as they should or as well as their teachers would like. Despite the importance of affect, educators rarely make an effort to systematically collect and use information about s
Timepiece, extending and enhancing learning time by National Association of Secondary School Principals (U.S.)( Book )

4 editions published in 1993 in English and held by 551 WorldCat member libraries worldwide

This publication offers suggestions for making more productive use of time, a scarce and valued educational resource. The chapter authors, authorities on the use of educational time, write about how to extend and enhance learning time within and outside schools. In "Productive Use of Time," Herbert Walberg describes how learning time can be extended and enhanced by using psychological principles. In "Cycles, Rhythms, and the Meaning of School Time," Michael Connelly and Jean Clandinin suggest that annual cycles of holidays and weekly cycles (such as review and assessment) create rhythms of experience that control the intensity of instruction. Lorin Anderson, in "What Time Tells Us," differentiates among several kinds of educational time to provide insights on classroom management, instructional quality, and student learning. In "Changing the Cosmology of the School Schedule," Fenwick English discusses nonlinear scheduling alternatives. Charles Ballinger argues in "Year-Round Education: It's Time" that it is possible to introduce flexibility into the organization of the school year. Laurence Steinberg shows, in "The Use of Out-of-School Time," that extracurricular activities influence students' learning and classroom engagement. The final chapter summarizes recommendations for extending and enhancing learning time. (LMI)
International encyclopedia of teaching and teacher education( Book )

13 editions published in 1995 in English and held by 519 WorldCat member libraries worldwide

Research in classrooms : the study of teachers, teaching, and instruction by Lorin W Anderson( Book )

14 editions published between 1989 and 1991 in English and Spanish and held by 438 WorldCat member libraries worldwide

Mastery learning in classroom instruction by James H Block( Book )

16 editions published between 1975 and 1983 in 4 languages and held by 412 WorldCat member libraries worldwide

Increasing teacher effectiveness by Lorin W Anderson( Book )

24 editions published between 1991 and 2004 in 4 languages and held by 358 WorldCat member libraries worldwide

Time and school learning : theory, research, and practice by Lorin W Anderson( Book )

19 editions published between 1973 and 1986 in English and held by 356 WorldCat member libraries worldwide

Perspectives on school learning : selected writings of John B. Carroll by John B Carroll( Book )

13 editions published between 1985 and 2014 in English and held by 333 WorldCat member libraries worldwide

First Published in 1985. Routledge is an imprint of Taylor & Francis, an informa company
Classroom assessment : enhancing the quality of teacher decision making by Lorin W Anderson( Book )

10 editions published between 2002 and 2003 in English and German and held by 332 WorldCat member libraries worldwide

"This book is based on the belief that decision making is perhaps the most critical of all teaching skills, and that good assessments lie at the core of good decision making. To become better teachers then, teachers must learn to make informed decisions about both individual students (learning decisions) and about groups of students (teaching decisions). This book gives equal status to both types of decisions and shows how assessment is integral to both."--Jacket
A handbook for teacher leaders by Leonard O Pellicer( Book )

6 editions published in 1995 in English and held by 324 WorldCat member libraries worldwide

Although past leadership training has focused primarily on preparing educators to become administrators, little information has been available to train teachers to lead other teachers. A Handbook for Teacher Leaders - a guide based on years of research, real-world examples, and practitioner input - fills this important need. This unique handbook not only provides specific information for teacher leaders but is also written from the perspective of the teacher leader rather than from that of an administrator. Pellicer and Anderson present skills and techniques that will help teacher leaders become more effective mentors and peer coaches, techniques that will also help them encourage colleagues to pursue ongoing professional development. They will learn how to lead other teachers in the development of curriculum and instructional strategies and in conducting action research in their classrooms
Teacher peer assistance and review : a practical guide for teachers and administrators by Lorin W Anderson( Book )

5 editions published between 2000 and 2001 in English and held by 252 WorldCat member libraries worldwide

Identifies the elements of a successful teacher Peer Assistance and Review program, and offers advice and instructions for implementing such programs in elementary and secondary schools
The IEA classroom environment study by Lorin W Anderson( Book )

11 editions published in 1989 in English and held by 229 WorldCat member libraries worldwide

The effective teacher : study guide and readings by Lorin W Anderson( Book )

3 editions published in 1989 in English and held by 178 WorldCat member libraries worldwide

Inquiry, data, and understanding : a search for meaning in educational research by Lorin W Anderson( Book )

1 edition published in 2004 in English and held by 38 WorldCat member libraries worldwide

The nurturing of new educational researchers : dialogues and debates by María de Ibarrola( Book )

7 editions published in 2014 in English and held by 36 WorldCat member libraries worldwide

"Five educational researchers, coming from a variety of higher education institutions, academic disciplines, and cultural backgrounds, met together over a three-year period to discuss the present and future of doctoral education and training in the field of education. Their hope was that the product of their discussions would enable educators and policy makers around the world to rethink, restructure, and even design new programs to prepare the rising generation of educational researchers in their countries. These differences in academic, national, and institutional perspectives led to a variety of ways, even conflicting ones, in which the quality of doctoral education and training could be improved. Based on our discussion, we came to the conclusion that there are no universal solutions to the problems involved in setting up and operating a quality doctoral program. Rather, educators would be wise to be aware of the alternatives at their disposal and make informed choices based on an understanding of the larger societal and political contexts in their states, regions, or nations. To facilitate this decision-making process, we have chosen to conclude with a set of key questions that should be addressed by those seeking to examine and improve their doctoral programs in education and briefly describe some of the alternative ways of answering these questions. Instead of passively absorbing a unified position, then, the reader is invited to join the dialogue that has taken place (and is still taking place) between and among the authors. To exemplify such a dialogue, each chapter is followed by one or two commentaries written by members of the group. We would encourage the reader to write commentaries on the individual chapters (and perhaps the commentaries), thereby engaging in a dialogue with the authors on a fairly personal level."--Back cover
The Effective teacher( Visual )

1 edition published in 1987 in English and held by 26 WorldCat member libraries worldwide

Each program introduces a lesson theme presented through classroom vignettes, a narrative, and a skit. Researchers then demonstrate major concepts illustrated by scenes in actual classrooms, followed by a discussion and explanation of the research recommendations
Organizing classrooms( Visual )

1 edition published in 1987 in English and held by 22 WorldCat member libraries worldwide

The lesson theme is presented through classroom vignettes, a narrative, and a skit. Researchers then demonstrate major concepts illustrated by scenes in actual classrooms, followed by a discussion and explanation of the research recommendations
Asking questions( Visual )

1 edition published in 1987 in English and held by 21 WorldCat member libraries worldwide

The lesson theme is presented through classroom vignettes, a narrative, and a skit. Researchers then demonstrate major concepts illustrated by scenes in actual classrooms, followed by a discussion and explanation of the rersearch recommendations
 
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A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives
Alternative Names
Anderson, L. W.

Anderson, L. W. 1945-

Anderson, L. W. (Lorin W.)

Anderson, Lorin 1945-

Anderson, Lorin Willard 1945-

Andirsūn, Lūrīn

لورين أندرسون، 1945-

앤더슨, 로린 W

アンダーソン, L. W

Languages
Covers
Assessing affective characteristics in the schoolsInternational encyclopedia of teaching and teacher educationIncreasing teacher effectivenessClassroom assessment : enhancing the quality of teacher decision makingA handbook for teacher leadersTeacher peer assistance and review : a practical guide for teachers and administratorsInquiry, data, and understanding : a search for meaning in educational research