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• Introduction: State of the classroom as state of the field : how classroom practice defines American studies / Elizabeth Duclos-Orsello, Joseph Entin and Rebecca Hill
• Course objectives : on resisting solutions to "The race problem" in the Southern STEM classroom / Nihad Farooq
• Teaching on introductory master's degree course / Paul Lauter
• Teaching the medical other : thinking beyond assumptions through the history of midwifery / Paul J. Croce
• Always the good guys : Latinx studies and the myth of American exceptionalism / Guillermo Avila-Saavedra
• When an old assignment becomes new again : teaching Benedict Anderson's imagined communities in the age of #blacklivesmatter / Catherine McNicol Stock
• Coalition time in the American studies classroom / Richard Rodriguez
• Teaching American studies one word at a time / Linda Stewart
• Our "positive obsession" : teaching interdisciplinary American studies through Octavia Butler's life and work / Sarah Hentges
• Teaching theory in American studies : efforts in unsettling home in three assignments / Rebecca Hill
• Reppin' American studies : Asian Pacific Islander American studies and popular culture as pedagogy / Stanley Thangaraj
• "Mr., how come we never learned this" : teaching American studies in a high school setting / Dave DiPietro
• Let this seminar be a starting point : digital storytelling and the African American experience / Kabria Baumgartner
• "Gonna stomp some rump" : embodied learning and the politics of pleasure / Wendy Kozol
• Don't look away : the bodies of American studies / Adriana Estill
• Making American studies great again? : teaching the nation under Trumpism / Megan Bayles and Julie Sze
• #BlackLivesMatter and feminist pedagogy : teaching a movement unfolding / Arimee Bahng and Reena Goldthree
• Obama loves sweet potato pie : American studies at a food service training academy / Doris Friedensohn
• Ruined for life : co-creation, service-learning taking American studies scholarship seriously in an American studies intro course / Elizabeth Duclos-Orsello, Kristin Anderson, Jake Lefker and Rosario Ubiera-Minaya
• Monumental protest or re-making places through AR / Ingrid Gessner
• The walk of memory : an excursion into race, place and history in the (Southern) American studies classroom / Kendra Hamilton

"What if American Studies is defined not so much in the pages of the most cutting-edge publications, but through what happens in our classrooms and other learning spaces?" In Teaching American Studies Elizabeth Duclos-Orsello, Joseph Entin, and Rebecca Hill ask a diverse group of American Studies educators to respond to that question by writing chapters about teaching that use a classroom activity or a particular course to reflect on the state of the field of American Studies. Teaching American Studies speaks to teachers with a wide range of relationships to the field. To start, it is a useful how-to guide for faculty who might be new to, or unfamiliar with, American Studies. Each author brings the reader into their classes to offer specific, concrete details about their pedagogical practice and their students' learning. The resulting chapters connect theory and educational action as well as share challenges, difficulties, and lessons learned. The volume also provides a collective impression of American Studies from the point of view of students and teachers. What primary and secondary texts and what theoretical challenges and issues do faculty use to organize their teaching? How does the teaching we do respond to our institutional and educational contexts? How do our experiences and those of our students challenge or change our understanding of American Studies? Chapters in this collection discuss teaching a broad range of materials, from memoirs and novels by Anne Moody and Octavia Butler, to cutting-edge cultural theory, to the widely used collection Keywords for American Cultural Studies. But the chapters in this collection are also about dancing, eating, and walking around a campus to view statues and gravestones. They are about teaching during the era of Donald Trump, of Black Lives Matter, about giving up authority in the classroom, about teaching in the South, in New England, in the Midwest, and for ten-minute intervals at a cooking school in New Jersey. Teaching American Studies is both a new way to think about American Studies and a timely collection of effective ways to teach about race, gender, sexuality, and power in a moment of political polarization and intense public scrutiny of universities.
(source: Nielsen Book Data)

• Acknowledgements Introduction
• Chapter 1: Classroom Climate Strategies Strategy 1: Group Agreements Strategy 2: Establishing Routines Strategy 3: Positive Affirmations Strategy 4: Failing Forward Strategy 5: Critical Feedback Surveys
• Chapter 2: Planning Strategies Strategy 6: Year-Long Overview Strategy 7: Collaborative Planning Strategy 8: Using Assessments to Guide Instruction Strategy 9: Inquiry-Based Learning Strategy 10: Culturally Responsive/Sustaining Teaching
• Chapter 3: Instructional Strategies Strategy 11: Deepening Discussions Strategy 12: Small Group Stations Strategy 13: Arts Integration Strategy 14: Mock Trials Strategy 15: Student Self-Assessment
• Chapter 4: Professional Development Strategies Strategy 16: Making the Most of Professional Development Strategy 17: Building and Supporting your Professional Network Strategy 18: Tech-Based Professional Development Strategy 19: Inquiry Circles Strategy 20: Written Reflections on Practice
• Chapter 5: 10 Bonus Strategies Conclusion References.
• (source: Nielsen Book Data)

This book is designed for all K-12 educators and teacher preparation faculty. Reading this book is like being in the room with 30 teacher mentors from different grade-levels and school settings who are sharing strategies for: (1) building and maintaining a positive classroom climate; (2) planning; (3) instruction; and (4) professional development. Discover step-by-step breakdowns of how to implement each strategy as well as professional reflections from contributors representing two different grade-levels and a range of suburban and urban settings from all over the globe. Education students and novice teachers will learn from the in-depth descriptions of how to implement each strategy. Veteran teachers will be inspired by contributing teachers' professional reflection regarding why and how they utilize each strategy. Readers in ALL school contexts will benefit from narrative descriptions of each strategy in action, which bring to life the ways that the strategies have made an impact on student learning and teacher development. The adaptations modeled throughout the book, based on students' and schools' assets and needs, help readers to think about how to make each strategy a good fit for their unique classroom. If you are looking for practical ideas from the field, look no further - this is a book designed to build your teaching toolbox with strategies that you will use for years to come.
(source: Nielsen Book Data)

• Introduction Chapter 1. Thinking development Chapter 2. Mediation: A unique educational process Chapter 3. School students
• learning differentiation teachers need to recognize Chapter 4. Mediation and teaching for students' thinking development.
• (source: Nielsen Book Data)

The benefits of mediation upon the development of children is an area that is yet to be fully explored. Mediation promotes learning through learner interactions with the environment and puts emphasis on the idea that society is responsible for all children's development.This book offers a unique practical model of effective mediation that integrates mediation theories from different periods and draws upon the work of five theoreticians; Dewey, Piaget, Vygotsky, Feuerstein, and Gardner. Key results from more recent neuropedagogical research are also presented. Mediation and Thinking Development in Schools supports the idea that academic achievements are not enough to measure a child's development; forward-thinking educators know that they not only have to teach specific disciplinary content, but also knowledge and skills that will be useful in their students' future. Hence, there is a need to understand how to mediate knowledge acquisition rather than be the source of knowledge. By fully illuminating the theory and the practice of mediation, this important text will prove invaluable for leaders, researchers and teachers in primary and secondary education.
(source: Nielsen Book Data)

• Chapter 1: Cooking, medicine and evidence
• Chapter 2: Prior knowledge: how learning begins
• Chapter 3: The subject matter knowledge of the teacher
• Chapter 4: Make them think!
• Chapter 5: Repeat, pause, repeat, linger, pause, repeat
• Chapter 6: The importance of practice
• Chapter 7: Metacognition: Teaching your pupils and students how to learn
• Chapter 8: Evaluate and give feedback
• Chapter 9: Use multimedia, but use it wisely
• Chapter 10: Have a vision (and it doesn't matter which one)
• Chapter 11: Like your pupils
• Chapter 12: Underlying themes.
• (source: Nielsen Book Data)

Teaching would be easy if there were clear recipes you could follow every time. The Ingredients for Great Teaching explains why this is impossible and why a one-size-fits-all approach doesn't work. Instead of recipes, this book examines the basic ingredients of teaching and learning so you can use them wisely in your own classroom in order to become a better and more effective teacher. Taking an approach that is both evidence-based and practical, author Pedro de Bruyckere explores ten crucial aspects of teaching, the research behind them and why they work like they do, combined with everyday classroom examples describing both good and bad practice. Key topics include: Teacher subject knowledge Evaluation and feedback The importance of practice Metacognition Making students think This is essential reading for teachers everywhere.
(source: Nielsen Book Data)

The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians shows college and university faculty members how to draw on their disciplinary knowledge and teaching experience to investigate questions about student learning. It takes readers all the way through the inquiry process beginning with framing a research question and selecting a research design, moving on to gathering and analyzing evidence, and finally to making the results public. Numerous examples are provided at each stage, many from published studies of teaching and learning in science, engineering, or mathematics. At strategic points, short sets of questions prompt readers to pause and reflect, plan, or act. These questions are derived from the authors' experience leading many workshops in the United States and Canada on how to do the scholarship of teaching and learning (SoTL). The taxonomy of SoTL questions-What works? What is? What could be?-that emerged from the SoTL studies undertaken by scholars in the Carnegie Academic for the Scholarship of Teaching and Learning serves as a framework at many stages of the inquiry process. The book addresses the issue of evaluating and valuing this work, including implications for junior faculty who wish to engage in SoTL. The authors explain why SoTL should be of interest to STEM (science, technology, engineering, and mathematics) faculty at all types of higher education institutions, including faculty members active in traditional STEM research. They also give their perspective on the benefits of SoTL to faculty, to their institutions, to the academy, and to students.
(source: Nielsen Book Data)

The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers, and Mathematicians shows college and university faculty members how to draw on their disciplinary knowledge and teaching experience to investigate questions about student learning. It takes readers all the way through the inquiry process beginning with framing a research question and selecting a research design, moving on to gathering and analyzing evidence, and finally to making the results public. Numerous examples are provided at each stage, many from published studies of teaching and learning in science, engineering, or mathematics. At strategic points, short sets of questions prompt readers to pause and reflect, plan, or act. These questions are derived from the authors' experience leading many workshops in the United States and Canada on how to do the scholarship of teaching and learning (SoTL). The taxonomy of SoTL questions-What works? What is? What could be?-that emerged from the SoTL studies undertaken by scholars in the Carnegie Academic for the Scholarship of Teaching and Learning serves as a framework at many stages of the inquiry process. The book addresses the issue of evaluating and valuing this work, including implications for junior faculty who wish to engage in SoTL. The authors explain why SoTL should be of interest to STEM (science, technology, engineering, and mathematics) faculty at all types of higher education institutions, including faculty members active in traditional STEM research. They also give their perspective on the benefits of SoTL to faculty, to their institutions, to the academy, and to students.
(source: Nielsen Book Data)

• Acknowledgments ix The Author xi Introduction xiii ONE Dear Teacher: An Open Letter 1 TWO Are You Teacher Material? 5 Super, Excellent, or Good? 7 Earn Some Extra Credit 10 Those Who Can t Teach Can Still Do 12 What Is Teaching All About? 13 THREE Do Your Homework 17 Choose Your Persona 18 Dress the
• Part 20 Train Your Little Darlings 21 Control Your Classroom, Not Your Students 23 Plan for Bathroom Breaks 25 Your Optional Agenda 27 Face Your Own Prejudices 29 Facing My Own Prejudices 31 Respect Yourself 32 The Gang Thang 35 Grades: Percentage? Curve? Coin Toss? 37 Catch the Cheaters Or Not? 38 Covering Curriculum Is Not Teaching 43 School Is an Emotional Experience 45 There Is No Such Thing as a Casual Remark to a Child 46 FOUR The Big Three: Preparation, Preparation, Preparation 51 Prepare Your Room 52 Prepare Your Paperwork 71 Prepare Yourself 87 FIVE Start with a Smile 97 Don t Keep Your Distance 99 Choose an Engaging Opener 100 Provide Clear Instructions 102 Grab Your Students by Their Brains 102 No More Teacher Versus Student 104 Teach Your Procedure for Oral Responses 109 Be Prepared for Test the Teacher 110 Create a Daily Do-Now Activity 113 Introduce Students to Each Other 116 Establish Routines and Rituals 118 Take Time to Think 123 Do Some Diagnostics 124 Welcome Handouts and Folders 125 Delegate Some Authority 127 Review Maslow s Hierarchy 128 Introduce Metacognition 130 Show Your Gratitude 133 The Hard Part Is Over We Hope 133 SIX Discipline Is Not a Dirty Word 135 Define Your Philosophy 137 Punitive or Positive 139 Cowboy Philosophy 141 Rules Versus Procedures 143 Rules for Creating Rules 144 Electronic Intervention 146 ID Your Bullies and Outcasts 148 Characteristics of Successful Discipline Policies 149 Twelve Steps to Better Discipline 158 If You Have to Have Detention, Make ItWorthwhile 166 Keep Records 167 Consult the Experts, Trust Your Instincts 167 Emergency Meltdown Plan 168 SEVEN The Three Rs: Reading, Reading, Reading 177 What s the Problem? 178 What s the Solution? 180 One Teacher s Experience 194 Use Music to Introduce Poetry 195 Shakespeare for Everyone 197 What About Eager Readers? 201 And Now for Something Completely Different 202 EIGHT Light and Learning 205 Light and Reading Linked 207 Better Grades and Fewer Cavities! 207 Sunnier Classes = Higher Test Scores 208 A Roomwith a ViewImprovesGrades 208 The View from My Room 209 Scoop on Scotopic Sensitivity 211 Signs of Light Sensitivity 213 Feedback from Future Teachers 213 Pass theWord 215 Scientific Support 216 NINE Motivation and Persuasion 219 Group 1: A Little Basic Moto 220 Group 2: Powerful Persuasion Required 234 TEN Foods for Thought 261 A Few Appetizers 262 The Big, Fat Problem 264 Mother s Milk Versus Formula 267 Doctor s Orders 268 Other Major Nutritional Villains 269 We Need to Use Our Noodles 273 ELEVEN Teacher Talk 275 Questions and Answers 276 TWELVE Now the Good News 293 Positive Thinking for Teachers 294 Twenty Years from Now 295 The Flip Side 297 The Posse Update 301 A Personal Movie Review 306
• Appendix 309 Index 315.
• (source: Nielsen Book Data)

Bring a fresh perspective to your classroom Teaching Outside the Box: How to Grab Your Students by Their Brain, Third Edition integrates practical strategies and engaging advice for new and experienced teachers. Whether you are preparing for your first year of teaching or have been working in the classroom for decades, this conversational book provides you with answers to the essential questions that you face as an educator how to engage students, encourage self-directed learning, differentiate instruction, and create dynamic lessons that nurture critical thinking and strategic problem solving. This updated edition includes expanded material that touches on Project-Based Learning, brain-based teaching, creating smooth transitions, integrating Common Core into the classroom, and other key subject areas. Questions for reflection at the end of each chapter help you leverage this resource in book groups, professional development courses, and in both undergraduate and graduate classes. The art of teaching is one that evolves with changing educational standards and best practices; to be the most effective teacher possible, daily self-reflection is critical, along with a need to see things from a different perspective. This means we must step outside the box moving our focus from 'fixing' the students when a problem arises to helping a teacher improve his or her practice. * Improve classroom management, discipline, motivation, and morale * Explore strategies for arranging your classroom, engaging students, and avoiding the misbehavior cycle * Create an environment where students learn and teachers teach * Leverage insight from teachers and students Teaching Outside the Box: How to Grab Your Students by Their Brain, Third Edition is an essential resource for teachers at any stage in their careers.
(source: Nielsen Book Data)

• Disclaimer Forward Preface Acknowledgments Introduction PART I: OF THY SELF
• Chapter 1 - What's in Your Cup?
• Chapter 2 - Put Your Passion into Action PART: II CLASSROOM DYNAMICS
• Chapter 3: What to do with Johnny?
• Chapter 4: My Miracle
• Chapter 5: Counter Melodies PART: III CURRICULUM, INSTRUCTION & ASSESSMENT
• Chapter 6: The Buoyance Trial
• Chapter 7: Critical Connections - Start with the Why!
• Chapter 8: "Behind the Curtain" is the Gold
• Chapter 9: Prove It! PART: IV: CULTURE
• Chapter 10: The Conversation Upstairs
• Chapter 11: "All I Do For This Place"
• Chapter 12: "It Is What It Is" PART: V: RELATIONSHIPS
• Chapter 13: The Conspiracy Theorist
• Chapter 14: The Closer the Better
• Chapter 15: Don't Bite the Boss PART: VI: SYSTEMS THINKING
• Chapter 16: "Say It Ain't So, Joe"
• Chapter 17: What's the Win?
• Chapter 18: Compared to What PART: VII: NOW AND ZEN
• Chapter 19: 13.1
• Chapter 20: The Burden of Hope PART: VIII: MANNERS AND METHODS
• Chapter 21: Try It
• Chapter 22: Don't Try It
• Chapter 23: Case Studies PART: IX: SUMMATION
• Chapter 24: Summary Bibliography.
• (source: Nielsen Book Data)

Did you ever notice how many teachers start out their careers so positive only to end them in misery? What happened? Was there some misfortune along the way? Was the job not what they expected? Or are they just worn down from years of struggle between ignorance and enlightenment? Teachers are the most dynamic component to any classroom. Likewise, teacher leadership is one of the prime change agents in schools. Yet, to be successful, we must first understand the system that influences our ability to teach or lead. The Hidden Teacher is a down-to-earth, practical guide for educators to assist them with not only surviving the system, but thriving in it! The Hidden Teacher explores complex issues of power, control and motivation to expose their direct and indirect influence upon us. The hope is that teachers everywhere will utilize this text as a learning experience when facing both the common and complex issues.
(source: Nielsen Book Data)

• Introduction Key 1 Create a Culture of Engagement Key 2 Get Organizationally Engaged Key 3 Engineer Engagement Key 4 Zero In on Best Practice Key 5 Tap Into Teacher Leaders Key 6 Confront Change Challengers Conclusion References.
• (source: Nielsen Book Data)

In her new book, award-winning principal and leadership expert Cathie West provides education leaders at all levels with the tools and guidance they need to engage teachers in the process of increasing student achievement. With authentic examples and research highlights, readers learn how to develop a motivated faculty that is truly dedicated to school improvement and student success. The "Six Keys" covered in the book are both substantive and comprehensive and offer a clear path to success: Key 1: Create a Culture of Engagement Teacher engagement definition, attributes, and steps towards attainment Key 2: Get Organizationally Engaged Exemplary organization qualities, leadership styles, and effectiveness strategies Key 3: Engineer Engagement Quality meeting characteristics, engagement activities, and leadership techniques Key 4: Zero in on Best Practice Effective teaching attributes, instructional practices, and success tips Key 5: Tap into Teacher Leaders Teacher leader selection, training, and strategic deployment Key 6: Confront Change Challengers Challenger profiles, interventions, and support suggestions BONUS! Every chapter includes a wrap-up to help readers review, apply, and retain new learning for each of the six keys to teacher engagement: Key Concepts provides a bulleted summary of each theme's major concepts to help readers review key ideas. Best Strategies summarizes each chapter's high impact teacher engagement strategies. Steps to Success suggests activities that will move new concepts and skills into practice. NOTEWORTHY: This book is also an excellent resource for university and college instructors who are responsible for teacher and principal preparation. The 6 Keys to Teacher Engagement substantially supports graduate level courses pertaining to educational leadership, school improvement, curriculum and assessment, and professional development.
(source: Nielsen Book Data)

• Preface Introduction
• 1 Pedagogy
• 2 Teaching Style
• 3 Relating to Students
• 4 Organization and Management
• 5 Maintaining a Balanced Life
• 6 Technology
• 7 Working with Staff, Parents, and Community Members
• 8 Putting It All Together Appendix: Bill Nye Video Summary Worksheet About the Authors.
• (source: Nielsen Book Data)

Successful Teaching: Practical Ideas to Make It Happen is written for all pre and inservice teachers, whether they are the 20 year veteran who needs a renewed sense of purpose, new to the profession, or planning to become a teacher. It will also serve as a resource for administrators wishing to help teachers discover the enjoyment of their teaching. This book is designed to be a reference to help teachers make their career more enjoyable and rewarding. Teachers can pick it up at anytime and find something new to add to their "bag of tricks.".
(source: Nielsen Book Data)

• 1. Introduction: Radical Reciprocity: Civic Engagement from Inside Out-- Simone Weil Davis and Barbara Roswell PART I: ORIGIN TALES: SEEDING AND BUILDING A PROGRAM 2. Drawing Forth, Finding Voice, Making Change: Inside-Out Learning as Transformative Pedagogy-- Lori Pompa 3. Inside-Out in Oregon: Transformative Education at the Community Level-- Melissa Crabbe 4. Death of a Street Gang Warrior-- Paul Perry PART II: EXPANDING TEACHING AND LEARNING 5. What the World Needs Now-- M. Kay Harris 6. Liberation from University Education: A Lesson in Humility for a Helper-- Amelia Lawson 7. The American Educational System: Abuses and Alternatives-- K.D.A. Daniel-Bey 8. Opened Arms, Eyes and Minds-- Charles Boyd 9. Full Circle: A Journey from Students to Trainers-- Mario Carines 10. Teaching Itself: A Philosophical Exploration of Inside-Out Pedagogy-- Gitte Butin PART III: PRODUCTIVE INTERSECTIONALITY: NAVIGATING RACE, PLACE, GENDER, AND CLASS 11.Roundtable: From Safe Space to Brave Space: Strategies for the Anti-Oppression Classroom-- Shahad Atiya, Simone Weil Davis, Keisha Green, Erin Howley, Shoshana Pollack, Barbara Roswell, Ella Turenne and Tyrone Werts 12. Being Human-- Erin Howley 13. Breaking Through 'Isms'-- Ella Turenne 14. Trusting the Process: Growing Self-Reflective Capacities Behind the Prison Walls-- Kayla Follett and Jessie Rodger PART IV: TRANSFORMATION?: CONNECTION AS CATALYST 15. Turned Inside Out: Reading the Russian Novel in Prison after Levinas-- Steven Shankman 16. Look at Me!-- Tony Vick 17. Access for Whom? Inside-Out's Opening Door-- Tyrone Werts 18. The Reach and Limits of a Prison Education Program-- Simone Weil Davis 19. Transformative Learning in Prisons and Universities: Reflections on Homologies of Institutional Power-- Kristin Bumiller 20. Access or Justice? Prison College Programs and Transformative Education-- Gillian Harkins PART V: YARDSTICKS AND ROADMAPS: ASSESSING CHANGE 21. Alchemy and Inquiry: Reflections on an Inside-Out Research Roundtable-- Sarah Allred, Angela Bryant, Simone Weil Davis, Kurt Fowler, Phil Goodman, Jim Nolan, Lori Pompa, Barbara Roswell and Dan Stageman 22. Relational Learning and the Inside-Out Experience
• Sarah Allred, Nathan Belcher and Todd Robinson 23. Evaluating the Impact of Community-Based Learning: Participatory Action Research as a Model for Inside-Out-- Angela Bryant and Yasser Payne PART VI: LEANING INTO THE FUTURE: HELPING CHANGE ENDURE 24. Inside-Out as Law School Pedagogy-- Giovanna Shay 25. Teaching the Instructors-- Matt Soares 26. Beyond 'Replication': Inside-Out in Canada-- Simone Weil Davis PART VII: CLOSING CIRCLE 27. Preconceived Notions-- Nyki Kish 28. Barriers Comin' Down-- Damien and Shawn 29. Essence of Inside-Out-- Lori Pompa Appendices.
• (source: Nielsen Book Data)

Using the successful Inside-Out program, in which incarcerated and non-incarcerated college students are taught in the same classroom, this book explores the practice of community-based learning, including the voices of teachers and participants, and offers a model for courses, student life programs, and faculty training.
(source: Nielsen Book Data)

• Acknowledgements Foreward Introduction Chapter 1 - Mirror, Mirror on the Wall... Chapter 2 - Why We Do What We Do (and They Do What They Do) Chapter 3 - The Power of Learning Chapter 4 - Working with Students: a Collaborative Approach Chapter 5 - Practice makes___? Chapter 6 - Teachable Moments and Safety Nets: Frustrations and Failures as Learning Tools Chapter 7 - Living in a Changing World: The Complimentary Roles of Creativity and Critical Thinking Chapter 8 - How Much to Expect? Setting Appropriate Expectations Chapter 9 - You Think That's Funny? Humor as a Teaching Tool Chapter 10 - Being Explicit Chapter 11Real and True: Making it Mean Something for Students Chapter 12 - Where are We Going, and Why Does it Matter?
• Chapter 13 - Inquiry: The Process that Continues to Give Chapter 14 - Flexible yet focused: Teacher Flexibility Chapter 15 - Dimensions of Understanding Chapter 16 - It's Always Perfect: Student Learning Data Chapter 17 - Including Parents Chapter 18 - From Classroom to Community Chapter 19 - It's All Connected.
• (source: Nielsen Book Data)

True learning-the kind that stays with students long after the grades are in-requires risk. Ownership. Change. But what does it look like for students to really understand your subject? How can you structure assignments so that Googling becomes an asset, not a threat, to demonstrating knowledge? Veteran teacher Mickey Kolis invites you to reflect on how you "do learning" in your classroom. Real-life classroom examples demonstrate how you can shift the drive for learning into students' hands-while still meeting your learning benchmarks. From making assignments meaningful to students to assessing the results, Powerful Ideas in Teaching explores key ideas for creating environments where students want to learn.
(source: Nielsen Book Data)

• Improve teaching?
• Human improvement
• Teaching
• The social resources of teaching
• Knowledge and teaching
• Instructional discourse
• Teachers' acquaintance with students' knowledge
• Improve teaching.

Ever since Socrates, teaching has been a difficult and even dangerous profession. Why is good teaching such hard work? In this provocative, witty, and sometimes rueful book, David K. Cohen writes about the predicaments that teachers face. Like therapists, social workers, and pastors, teachers embark on a mission of human improvement. They aim to deepen knowledge, broaden understanding, sharpen skills, and change behavior. One predicament is that no matter how great their expertise, teachers depend on the cooperation and intelligence of their students, yet there is much that students do not know. To teach responsibly, teachers must cultivate a kind of mental double vision: distancing themselves from their own knowledge to understand students' thinking, yet using their knowledge to guide their teaching. Another predicament is that although attention to students' thinking improves the chances of learning, it also increases the uncertainty and complexity of the job. The circumstances in which teachers and students work make a difference. Teachers and students are better able to manage these predicaments if they have resources-common curricula, intelligent assessments, and teacher education tied to both-that support responsible teaching. Yet for most of U.S. history those resources have been in short supply, and many current accountability policies are little help. With a keen eye for the moment-to-moment challenges, Cohen explores what "responsible teaching" can be, the kind of mind reading it seems to demand, and the complex social resources it requires.
(source: Nielsen Book Data)