Melampaui Ruang Kelas
Selain sembilan dimensi yang disajikan di atas, kerangka kerja ini juga mencakup dimensi kesepuluh untuk penilaian (yang tidak dibahas dalam kesempatan ini). Dimensi kesepuluh ini tentang tanggung jawab penting non-instruksional guru, termasuk komitmen mereka terhadap pembelajaran berkelanjutan, kepemimpinan, dan komunitas sekolah.
(Bersambung DIMENSI #1: ORGANISASI, ATURAN, & PROSEDUR (2/10))
References
Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second grade readers. Journal of Educational Psychology, 88, 18-37.
Costa, A. L. & Kallick, B. (2008). Learning and leading with habits of mind: 16 essential characteristics for success. Alexandria, VA: ASCD.
Costa, A. L. & Kallick, B. (2009). Habits of mind across the curriculum: Practical and creative strategies for teachers. Alexandria, VA: ASCD.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: ASCD.
Hunter, M. (1984). Knowing, teaching, and supervising. In P. Hosford (Ed.), Using what we know about teaching (pp. 169-192). Alexandria, VA: ASCD.
Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD.
