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Teaching What They Learn Learning What They Live

Teaching What They Learn  Learning What They Live Author Brad Olsen
ISBN-10 9781317250760
Release 2015-11-17
Pages 190
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"Cogent, interesting, and provocative."-from the foreword by Ann Lieberman Teaching What They Learn, Learning What They Live explores the multiple social, political, and epistemological domains that comprise learning-to-teach. Based on a study of eight beginning English teachers at four different university teacher preparation programs, this book examines the ways in which beginning teachers' personal dispositions and conceptions combines with their teacher preparation programs' professional knowledge and contexts to form their understandings of and approaches toward teaching. Brad Olsen recasts learning-to-teach as a continuous, situated identity process in which prior experiences produce deeply embedded ways of viewing the world that go on to organize current/future experience into meaning. Since experience shapes learning and everyone acquires different sets of experience, no individual teacher's knowledge is exactly like another's. Yet Olsen shows also that the process by which a teacher constructs professional knowledge is common: the what of teacher knowledge varies, but the how remains the same.



Teacher Education and Professional Development in TESOL

Teacher Education and Professional Development in TESOL Author JoAnn Crandall
ISBN-10 9781317279495
Release 2016-01-29
Pages 282
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At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts. All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.



Teaching for Success

Teaching for Success Author Brad Olsen
ISBN-10 9781317271581
Release 2016-02-26
Pages 170
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Teaching For Success is a comprehensive guide for navigating the process of becoming an effective teacher in the wake of contemporary and systemic challenges. Focusing on the core concept of teacher identity in clear, invigorating prose, the book illuminates how teachers can arrange, adjust, and assemble their own personal and professional teaching influences in conjunction with educational research into a coherent, unique, and successful whole. Olsen’s attention to classroom practice, social justice issues, personal satisfaction, and teacher success stories offers a sharp and useful guide for teacher development. This revised second edition has been updated and includes a new chapter that guides both new and experienced teachers through emerging, thorny issues in educational policy and practice, including high-stakes testing, blended learning, the demands of networking, and the Common Core State Standards.



How People Learn

How People Learn Author National Research Council
ISBN-10 9780309131971
Release 2000-08-11
Pages 384
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.



Fidelity to Policies Or to Students

Fidelity to Policies Or to Students Author Carrie A. Cifka-Herrera
ISBN-10 UCAL:W269703
Release 2011
Pages 760
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Fidelity to Policies Or to Students has been writing in one form or another for most of life. You can find so many inspiration from Fidelity to Policies Or to Students also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Fidelity to Policies Or to Students book for free.



Making a Difference

Making a Difference Author Karen Hunter Quartz
ISBN-10 1594517088
Release 2010-08-01
Pages 152
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Our culture and media often simplify the choice educators face stay in or leave classroom teaching. Written for teachers and other educational professionals, this book dispels this simple dichotomy by representing the range of responses and career pathways that enable educators to make a difference. Based on interviews with hundreds of change-minded educators, the authors share career stories and insights against a backdrop that maps out the complexities, roles, and structures that define professional advancement in education. All of the teachers in this book have taught in challenging urban contexts, fought hard to exercise their professional autonomy and responsibility to serve students well, navigated social networks of educators, friends, and family who buoy or dampen their reform spirit, and remain committed to changing society through schooling. Their stories are as instructive as they are inspiring and offer roadmaps for the current generation of change-minded educators."



The Teacher s Toolkit

The Teacher s Toolkit Author Brad Olsen
ISBN-10 159451867X
Release 2010-02-01
Pages
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"A teacher's life is one of continuous change and adaptation. In this insightful and accessible blend of narrative and theory. Olsen skillfully explores how teachers develop their identity and how they make critical inquiry a part of their daily life."---Stephen brookfield, author of The Skillful Teacher This book focuses on the continual process of becoming a teacher and on how to teach well in this contemporary age. Wrapping its discussions around the core concept of teacher identity, the book introduces a model of teacher learning that illuminates how teachers can systematically examine their own personal and professional teaching influences and work to arrange, adjust, and assemble them in conjunction with educational research into a coherent, unique, successful whole. "This series renders complex ideas not only intelligible, but also meaningful. The authors brilliantly weave together theory and research, vision, and vivid examples. Teacher-readers will find themselves respected as intellectuals and empowered as leaders."---Christine Sleeter, California State University-Monterey Bay The heart of this excellent book is an affirming view consistent with caring theory. It shows how commitment to sound educational practice for English language development educators is more a personal, rather than professional, desire or orientation. This book centers educational change on effective pedagogy and challenges the reader to undergo a transformation process that is more inside-out than outside-in. Angela Valenzuela, University of Texas, Austin and author of Subtractive Schooling and Leaving Children Behind. In Teaching English Learners Tellez examines the role of the teacher in introducting and inspiring students to learn both a new language and a new society. He offers alterative views of language and shows how a deeper understanding of it can shape and enrich the lives of both students and teachers. Drawing on progressive pragmatic philosophies of Dewey, Addams, and Rorty, this book helps teachers understand the important lineage and profession they have joined (or will join) and the urgent role they play as agents of democratic ideals and actions. "Here is a collection of theoretically cohesive books, all of them integrating research and heartfelt understanding. The books carry the polyphonic voices of the individual volumes and, most importantly, they are in sync in purpose, and in passion, and in thoughtfulness about how to make our world a better place for all children."---Maria E. Torres-Guzman, Teachers College, Columbia University Joey Feldman skillfully blends thoughtful research with the voices of practitioners, including his own as a former teacher and principal, to showcase the possibilities of personalization in our public high schools. We know that teachers do their best work when they collaborate with and learn from each other, and that students benefit from being well-known participants in a supportive community. This helpful and engaging book describes how these desirable teaching and learning conditions are enhanced when high schools---of any size---figure out how to act small. For those committed to improving our nation's high schools, this book is an important resource.---Linda Darling Hammond Charles L. Ducommun Professor of Education Stanford University A good school, whether large or small, must be `small' enough to foster relationships and avoid contrived institutional dynamics. Teaching Without Bells makes a powerful and compelling case for that indispensable ingredient.---Adamurganski, President of the Rochester, NY, Teachers Association. "Books about teaching seldom combine theory, research, practice, and inspiration, but that is precisely what The Teacher's Toolkit series does. Seasoned educators and researchers explore the profession of teaching through social justice and efficacy. University faculty, their students, and new teachers will cherish these books, while veteran teachers will develop new insights from them."---Sonia Nieto, University of Massachusetts, Amherst "this book is a wonderful resource to support the development of professional and collaborative teachers. Grubb and Tredway show how teachers can work together to create new educational environments that are essential to improving public schools for all students."---Ken Zeichner, University of Washington As classroom and school leaders, teachers working collectively can solve their own problems and become the fulcrum of school change. The authors encourage teachers to move out of the individual classroom and to think critically and institutionally about the schools they would like to work in, about their own responsibilities for creating such schools, and about the range of policies from outside the school and how they can influence those policies rather than being subjected to them. This book shows that a teacher's influence is not limited to the classroom and students, but that it can significantly shape and inform external policies and decisions. "The concerns of twenty-first-century teachers are significant, varied, and urgent. Addressing them as part of professional socialization and further professional development has never been more important. The Teacher's Toolkit does just that. Using powerful tools of inquiry, narrative, critical reflection, and analysis, these books help new and experienced teachers to achieve balance and perspective in their professional and personal lives."---Susan Florio-Ruane, Professor of Teacher Education, Michigan State University Teaching Toward Democracy challenges our core beliefs on today's pressing issues both inside our public schools and beyond them, too. The book is a must-read for teachers, parents, policymakers, university faculty, and students. This book examines the contested space of schooling and school reform with a focus on the unique challenges and opportunities that teaching in a democratic society provides. Teaching within and for democracy involves developing particular qualities of mind that teachers explore and work to develop as they become more effective educators. The authors offer specific ideas and interventions that can be implemented inside the classroom as well as with parents and the larger community. "This series renders complex ideas not only intelligible, but also meaningful. The authors brilliantly weave together theory and research, vision, and vivid examples. Teacher-readers will find themselves respected as intellectuals and empowered as leaders."---Christine Sleeter, California State University-Monterey Bay "Making a Difference is an easy-to-read book that gets at much of the complexity of what it means to `stay in' or `leave' teaching. This book makes it clear that this kind of simple distinction will no longer work to answer the most troubling---and the most important---questions related to teacher career trajectories. This book will make a significant contribution to the literature."---Marilyn Cochran Smith, Lynch School of Education, Boston College Our culture and media often simplify the choice many educators face---tostay in or leave classroom teaching. Written for teachers and other educational professionals, this book dispels this simple dichotomy by representing the range of responses and career pathways that enable educators to make a difference. Based on interviews with hundreds of change-minded educators, Making a Difference shares career stories and insights against a backdrop that maps out the complexities, roles, and structures that define professional advancement in education. "Books about teaching seldom combine theory, research, practice, and inspiration, but that is precisely what The Teacher's Toolkit series does. Seasoned educators and researchers explore the profession of teaching through social justice and efficacy. University faculty, their stud



Teachers Narrative Inquiry as Professional Development

Teachers  Narrative Inquiry as Professional Development Author Karen E. Johnson
ISBN-10 0521013135
Release 2002-07-08
Pages 212
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This innovative volume is a collection of highly personal, contextualized stories of teachers inquiring into their own experiences as learners of language teaching. As such, their stories of inquiry represent the journey of how they know as well as what they know. The intent of this collection is to bring teachers "ways of knowing" into our professional conversations so as to transform our understandings of language teachers and language teaching. By making teachers’ ways of knowing public, open to review by others, and accessible to others in this profession, the editors hope to validate language teachers’ ways of knowing and the activity of language teaching in ways afforded to other forms of scholarly work. The editors encourage readers to look for multiple interpretations and multiple layers of meaning in these stories, and in doing so, hope to change our collective perceptions of what counts as knowledge, who is considered knowledgeable, and what counts as professional development in language teacher education.Preservice and inservice teachers will benefit from the insights provided in this book, as will Language Teacher Educators and education researchers.



Researching Teaching

Researching Teaching Author Ardra L. Cole
ISBN-10 0205180760
Release 2000
Pages 220
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B>" "Researching Teaching," with its attention to personal history influences and the broader contexts of teaching, extends the notion of teacher research beyond a curriculum focus. This book provides insight into the value and process of reflexive inquiry for facilitating and exploring teacher learning and development, broadly defined. The authors' reflexive inquiry framework is constructed around notions of personal empowerment, self-directed learning, the primacy of practice, and personal history. The book contains numerous stories of teacher-researchers exploring their own experiences within the context of professional development inquiry. The book is divided into four parts. Part One explains what is meant by teaching as reflexive or autobiographical inquiry. Part Two focuses on particular ways of researching teaching through autobiographical exploration. Part Three emphasizes ways of understanding teaching through researching elements of classroom practice, student experiences, and school contexts. Part Four discusses researching with others. Suggestions and reflections are provided on researching with peers and colleagues, involving students as research partners, and working with outside researchers. Designed for Teacher Inquiry/Research, Research Methods, and Pre-service Teachers.



Narrative Inquirers in the Midst of Meaning Making

Narrative Inquirers in the Midst of Meaning Making Author Elaine Chan
ISBN-10 9781780529257
Release 2012-06-28
Pages 300
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Illustrates interim narrative field texts of identity as teacher educator stories and demonstrates how researchers utilize common places of temporality, sociality, and place in analyzing narratives. This title describes conceptualizations of narrative research processes, bringing forward narrative tools and methods of layering narratives.



Promising Practices in 21st Century Music Teacher Education

Promising Practices in 21st Century Music Teacher Education Author Michele Kaschub
ISBN-10 9780190206154
Release 2014-09-01
Pages 248
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This book surveys emerging music and education landscapes to present a sampling of the promising practices of music teacher education that may serve as new models for the 21st century. Contributors explore the delicate balance between curriculum and pedagogy, the power structures that influence music education at all levels, the role of contemporary musical practices in teacher education, and the communication challenges that surround institutional change. Models of programs that feature in-school, out-of-school and beyond school contexts, lifespan learning perspectives, active juxtapositions of formal and informal approaches to teaching and learning, student-driven project-based fieldwork, and the purposeful employment of technology and digital media as platforms for authentic music engagement within a contemporary participatory culture are all offered as springboards for innovative practice.



Teacher centered Professional Development

Teacher centered Professional Development Author Gabriel Díaz-Maggioli
ISBN-10 9780871208590
Release 2004
Pages 181
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Teacher-Centered Professional Development is a hands-on guide to collaborative skill building for educators. It introduces the Teacher's Choice Framework, a model that empowers teachers by helping them choose and initiate professional growth activities according to their schedules, strengths, and needs. The book describes a wide variety of professional development strategies, including mentoring, journal writing, peer-to-peer coaching, and seminars. For each strategy, the author provides: * A brief history of the research base * A step-by-step guide to implementing the strategy * Sample handouts and assessment forms * Examples from the field of the strategy in practice With this book, teachers at all levels can quickly learn how to set up development teams, conduct action research, and engage in other activities to further their skills. In addition, the Teacher's Choice Framework helps educators prioritize their needs and choose the strategies that best suit those needs. Teacher-Centered Professional Development offers both a perfect introduction to staff development options and a commonsense method for choosing among them.



Composing Lives in Transition

Composing Lives in Transition Author D. Jean Clandinin
ISBN-10 9781780529752
Release 2013-03-28
Pages 250
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Composing Lives in Transition: A Narrative Inquiry into the Experiences of Early School Leavers is structured around ten narrative accounts, each one offering glimpses into the lives of early school leavers from different backgrounds. Framed by the puzzling question of why someone would want to leave school early, the authors worked alongside youths from culturally and socially diverse backgrounds in order to understand their experiences and motivations in more depth. In doing so, however, the research team learnt that the stories are also as much about how early school leaving shaped their lives after they left education. By looking across the accounts provided in the book, paying particular attention to place, temporality and personal and social dimensions, the authors were able to identify resonant threads that enabled them to reframe a narrative reconceptualization of the phenomenon of early school leaving.



Health and Physical Education

Health and Physical Education Author Deborah Callcott
ISBN-10 9781139627603
Release 2012-08-27
Pages
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Health and Physical Education empowers the health and physical education teachers of tomorrow to engage students across a wide range of learning ages. It highlights the importance of physical skills development within the broader structure of child and adolescent maturity. This well-structured and engaging text considers the role of health and physical education within the wider educational experience, and provides a comprehensive overview of the skills and theory required to teach health and physical education in Australian schools. Health and Physical Education is based on current research literature and is enhanced by a range of valuable teaching resources - including further reading, end-of-chapter questions and case studies - intended to extend and develop students' learning. It is accompanied by an extensive companion website, http://www.cambridge.edu.au/academic/hpe.



The Colonization of Literacy Education

The Colonization of Literacy Education Author Julie L. Pennington
ISBN-10 0820469254
Release 2004
Pages 205
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Literacy and justice for all? What happens when teachers are faced with educational policies ostensibly focused on ensuring that all children will be reading by third grade? This book focuses on how eight educators in one Texas elementary school navigated the policies of the Texas Reading Initiative, a precursor to the No Child Left Behind Act. Exploring how an educational policy that supported a monolithic, simply defined view of literacy education actually decreased expectations for all students, teachers share their views and provide a basis for understanding how -leaving no child behind- has the potential to lower the bar for many children. "The Colonization of Literacy Education" reveals how teachers' instructional practices were subject to educational policy constructions of the literacy capabilities of children of color."



Understanding Art Education

Understanding Art Education Author Nicholas Addison
ISBN-10 9781134210183
Release 2010-01-04
Pages 174
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What is distinctive about art and design as a subject in secondary schools? What contribution does it make to the wider curriculum? How can art and design develop the agency of young people? Understanding Art Education examines the theory and practice of helping young people learn in and beyond the secondary classroom. It provides guidance and stimulation for ways of thinking about art and design when preparing to teach and provides a framework within which teachers can locate their own experiences and beliefs. Designed to complement the core textbook Learning to Teach Art and Design in the Secondary School, which offers pragmatic approaches for trainee and newly-qualified teachers, this book suggests ways in which art and design teachers can engage reflexively with their continuing practice. Experts in the field explore: The histories of art and design education and their relationship to wider social and cultural developments Creativity as a foundation for learning Engaging with contemporary practice in partnership with external agencies The role of assessment in evaluating creative and collaborative practices Interdisciplinary approaches to art and design Developing dialogue as a means to address citizenship and global issues in art and design education. Understanding Art Education will be of interest to all students and practising teachers, particularly those studying at M Level, as well as teacher educators, and researchers who wish to reflect on their identity as an artist and teacher, and the ways in which the subject can inform and contribute to education and society more widely.



Handbook of Research Design and Social Measurement

Handbook of Research Design and Social Measurement Author Delbert C. Miller
ISBN-10 0761920463
Release 2002-01-16
Pages 786
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"If a student researcher had only one handbook on their bookshelf, Miller and Salkind's Handbook would certainly have to be it. With the updated material, the addition of the section on ethical issues (which is so well done that I'm recommending it to the departmental representative to the university IRB), and a new Part 4 on "Qualitative Methods", the new Handbook is an indispensable resource for researchers." Dan Cover, Department of Sociology, Furman University The book considered a "necessity" by many social science researchers and their students has been revised and updated while retaining the features that made it so useful. The emphasis in this new edition is on the tools with which graduate students and more advanced researchers need to become familiar as well as be able to use in order to conduct high quality research.