Supportive Learning Environment, The (James H. Stronge Research-To-Practice)

This entry in the James H. Stronge Research-to-Practice Series focuses on the characteristics of teachers who create supportive learning environments for their students. By conveying a sense of immediacy, credibility, and caring, they communicate to students in both verbal and nonverbal ways that are essential to cultivating a positive and productive learning community.

In this book, Stronge, Grant, and Hindman provide a comprehensive overview of the qualities of a supportive teacher. They offer a bridge between research-based theories and practical classroom applications, with templates, planning forms, and other reproducibles. The authors help teachers move toward establishing a learning environment that contributes to effective instructional practices. Topics include: engaging students and their families, effective communication, student ownership of the learning environment, and much more.

IN THIS BOOK...

• What dispositions support teaching and student learning?
• What knowledge do teachers need to support teaching and learning?
• What teacher skills are necessary for a positive learning environment?
• Reproducible resources
• Annotated bibliography

Jennifer L. Hindman is an education consultant and writer who works part time at the College of William and Mary’s School Leadership Institute for the School University Research Network (SURN). SURN is composed of 27 school systems working in partnership with The College of William and Mary on research and professional development initiatives. Her passion is making learning relevant as she connects the tacit knowledge with the research base. She is the coauthor of People First: The School Leader’s Guide to Building and Cultivating Relationships with Teachers (Eye On Education, 2009), The Teacher Quality Index: A Protocol for Teacher Selection (ASCD, 2006) and Handbook for Qualities of Effective Teachers (ASCD, 2004). She has been published in numerous state and national journals, including the Journal of Personnel Evaluation in Education, Principal Leadership, and Educational Leadership. She is the former editor of The Teacher Quality Digest. She consults in the areas of teacher selection and effective teaching.Jennifer has been a teacher and science specialist. She earned her doctorate in educational policy, planning, and leadership from The College of William and Mary. She can be reached at jhindman@teacherqualityresources.com.,
Leslie W. Grant serves as a Visiting Assistant Professor in the School of Education at The College of William and Mary where she teaches in the teacher preparation and leadership preparation programs. Leslie is the coauthor of Student Achievement Goal Setting: Using Data to Improve Teaching and Learning (Eye On Education, 2009), Teacher-made Assessments: How to Connect Curriculum, Instruction, and Student Learning (Eye On Education, 2008), and she is the contributing author to Qualities of Effective Teachers (2nd ed.) authored by James H. Stronge and published by the Association for Supervision and Curriculum Development. Leslie provides consulting services in the area of classroom assessment and effective teaching.Leslie has been a teach