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Book
xxx, 593 p. : ill. ; 25 cm.
  • Preface. Committee on Teacher Education Members. Cooperating University Liaisons. Acknowledgments. About the Authors. 1. Introduction (John Bransford, Linda Darling-Hammond, Pamela LePage). 2. Theories of Learning and Their Roles in Teaching (John Bransford, Sharon Derry, David Berliner, Karen Hammerness With Kelly Lyn Beckett). 3. Educating Teachers for Developmentally Appropriate Practice (Frances Degen Horowitz, Linda Darling-Hammond, John Bransford With James Comer, Kathy Rosebrock, Kim Austin, Frances Rust). 4. Enhancing the Development of Students' Language(s) (Guadalupe Valdes, George Bunch, Catherine Snow, Carol Lee With Lucy Matos). 5. Educational Goals and Purposes: Developing a Curricular Vision for Teaching (Linda Darling-Hammond, James Banks, Karen Zumwalt, Louis Gomez, Miriam Gamoran Sherin, Jacqueline Griesdorn, Lou-Ellen Finn). 6. Teaching Subject Matter (Pamela Grossman, Alan Schoenfeld With Carol Lee). 7. Teaching Diverse Learners (James Banks, Marilyn Cochran-Smith, Luis Moll, Anna Richert, Kenneth Zeichner, Pamela LePage, Linda Darling-Hammond, Helen Duffy With Morva McDonald). 8. Assessment (Lorrie Shepard, Karen Hammerness, Linda Darling-Hammond, Frances Rust With Joan Baratz Snowden, Edmund Gordon, Cris Gutierrez, Arturo Pacheco). 9. Classroom Management (Pamela LePage, Linda Darling-Hammond, Hanife Akar With Cris Gutierrez, Evelyn Jenkins-Gunn, Kathy Rosebrock). 10. How Teachers Learn and Develop (Karen Hammerness, Linda Darling-Hammond, John Bransford With David Berliner, Marilyn Cochran-Smith, Morva McDonald, Kenneth Zeichner). 11. The Design of Teacher Education Programs (Karen Hammerness, Linda Darling-Hammond With Pamela Grossman, Frances Rust, Lee Shulman). 12. Implementing Curriculum Renewal in Teacher Education: Managing Organizational and Policy Change (Linda Darling-Hammond, Arturo Pacheco, Nicholas Michelli, Pamela LePage, Karen Hammerness With Peter Youngs). 13. References. Name Index. Subject Index.
  • (source: Nielsen Book Data)9780787974640 20160528
Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing World recommends the creation of an informed teacher education curriculum with the common elements that represent state--of--the--art standards for the profession. Written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational policymakers, the book addresses the key foundational knowledge for teaching and discusses how to implement that knowledge within the classroom. Preparing Teachers for a Changing World recommends that, in addition to strong subject matter knowledge, all new teachers have a basic understanding of how people learn and develop, as well as how children acquire and use language, which is the currency of education. In addition, the book suggests that teaching professionals must be able to apply that knowledge in developing curriculum that attends to students' needs, the demands of the content, and the social purposes of education: in teaching specific subject matter to diverse students, in managing the classroom, assessing student performance, and using technology in the classroom.
(source: Nielsen Book Data)9780787974640 20160528
Education Library (Cubberley)
EDUC-213-01
Book
xii, 496 p. : ill. ; 26 cm.
  • Understanding teaching : why is it so hard?
  • An instance of teaching practice
  • Representing and analyzing teaching practice
  • Teaching to establish a classroom culture
  • Teaching while preparing for a lesson
  • Teaching while students work independently
  • Teaching while leading a whole class discussion
  • Teaching to deliberately connect content across lessons
  • Teaching to cover the curriculum
  • Teaching students to be people who study in school
  • Teaching the nature of progress
  • Teaching the whole class
  • Teaching closure
  • An elaborated model of teaching practice.
In today's education debates, many experts call for school vouchers, smaller classes, more standardised testing, or rigorous teacher accrediting, as the key to improving student performance. Remarkably, none of these approaches addresses what actually goes on in the classroom. In this book an experienced classroom teacher and noted researcher on teaching takes us into her fifth-grade math class through the course of a year. Magdalene Lampert shows how classroom dynamics - the complex relationship of teacher, student, and content - are critical in the process of bringing each student to a deeper understanding of mathematics, or any other subject. She offers valuable insights into students and teaching for all who are concerned about improving the learning that happens in the classroom.
(source: Nielsen Book Data)9780300089738 20160528
In this study, an experienced classroom teacher takes us into her fifth-grade maths class through the course of a year and shows how classroom dynamics - the complex relationship of teacher, student and content - are critical in improving student performance. Magdalene Lampert offers an original model of teaching practice that casts new light on the ways teachers can successfully deal with teaching problems.
(source: Nielsen Book Data)9780300099478 20160528
Education Library (Cubberley)
EDUC-213-01