Index of Conference Proceedings Received 1974-1978 PDF Download

Author: British Library. Lending Division
Publisher:
ISBN:
Category : Congresses and conventions
Languages : en
Pages : 1412

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Author:
Publisher:
ISBN:
Category : Congresses and conventions
Languages : en
Pages : 1392

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Author:
Publisher:
ISBN:
Category : Union catalogs
Languages : en
Pages : 1032

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Includes entries for maps and atlases.

Author: Holmes Group (U.S.). Far West Regional Meeting
Publisher:
ISBN:
Category :
Languages : en
Pages : 340

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Author: Geneva Gay
Publisher: Teachers College Press
ISBN: 0807750786
Category : Education
Languages : en
Pages : 321

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The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.

Author: David C. Berliner
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 44

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In this discussion on the development of expertise in teaching, a theory of skill learning is first presented. The characteristics of five stages of skill development in teachers are described: (1) novice; (2) advanced beginner; (3) competent teacher; (4) proficient teacher; and (5) expert teacher. A review of data collected by studies on the subject of teaching expertise points out differences between the novice and the expert teacher in the areas of: (1) interpreting classroom phenomena; (2) discerning the importance of events; (3) using routines; (4) predicting classroom phenomena; (5) judging typical and atypical events; and (6) evaluating performance: responsibility and emotions. The discussion of policy considerations for teacher educators, based upon this developmental theory of skill acquisition, is aimed at helping novices become proficient in classroom techniques while evaluating them in ways approriate for their developmental level. (JD)

Author: Phillip C. Schlechty
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 92

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This monograph examines preservice teacher education from the perspective of the sociologist. It emphasizes the need for furthering the cause of professionalism among teachers through the acquisition of knowledge, skills, attitudes, beliefs, and orientations of a profession, a process referred to as a socialization system. The publication offers a statement of intent, along with three chapters which present a general description of socialization subsystems, discussing the important characteristics of each and detailing the implications for teacher education. Chapter 1 covers the recruitment and selection subsystem and includes criteria for recruitment, degree of selectivity, sponsorship, prior commitment, and implications for teacher education. Chapter 2 discusses the induction subsystem, covering the meaning of induction; conditions of admission; status systems; rituals, ceremonies, and celebrations; and implications for teacher education. Chapter 3, on the normative subsystem, discusses the nature and types of norms, characteristics of normative systems, the liberal arts academy or professional school, professional preparation programs, the issue of purpose, a common language, and performance visibility and intensity of communication. (LL)

Author: Michael Fullan
Publisher: Aacte
ISBN: 9780893331597
Category : Educational change
Languages : en
Pages : 0

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This report characterizes the decade 1985-1995 as a series of false starts in reform of teacher education in the United States. The main purpose of the report is to raise the question of whether the next decade of reform will be any different. Chapter 1 presents the problem: the need to do something about teacher education is reaching crisis proportions, and so much of the education reform agenda depends on a quality teaching force operating under professional working conditions. Chapter 2 uses the Holmes Group (a national consortium of nearly 100 research universities across the United States that has pushed for teacher education reform from 1985-1995) as a case illustration of some of the possibilities and difficulties of accomplishing significant improvements. The Holmes Group case analysis helps identify key issues that need to be addressed. Chapter 3 looks ahead to 2006 by taking stock of the recent convergence of high profile plans of action, questioning whether this will be another cycle of "rise and stall" or whether there is enough knowledge and care to make the required core improvements. (Contains 74 references). (SM)

Author: OECD
Publisher: OECD Publishing
ISBN: 9264096663
Category :
Languages : en
Pages : 260

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This volume combines an analysis of PISA with a description of the policies and practices of those education systems that are close to the top or advancing rapidly, in order to offer insights for policy in the United States.

Author: Grant P. Wiggins
Publisher: ASCD
ISBN: 1416600353
Category : Education
Languages : en
Pages : 383

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What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.