Engaging Teacher Candidates and Language Learners With Authentic Practice, Chesla Ann Lenkaitis, Shannon M. Hilliker
Автор: Brandy Yee; Anne Sliwka; Matti Rautiainen Название: Engaging Adolescent Learners ISBN: 3030096017 ISBN-13(EAN): 9783030096014 Издательство: Springer Рейтинг: Цена: 55890.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book draws on detailed case studies from three very different countries and school systems to explore the early adolescent learner and the middle years of learning, both of which are often overlooked in the literature. An abundance of research shows the importance of the middle years in putting early adolescent learners on the path to success in further education, careers, and general wellbeing. By focusing on bringing current research to life through the sharing of practical examples and lived experiences of practitioners, this book explores how issues such as curriculum reform, inclusive philosophies, instructional design, and assessment practices are supporting the conditions in which effective middle years learning can unfold. A comparative approach, using data from Canada, Germany and Finland, is utilized to critically examine the effects of the pedagogical methods employed by teachers, and the learning environments in which formal education takes place. The book makes a compelling case for the importance of fostering student voice and choice, and developing new ways of engaging the school community as a whole, and makes a valuable contribution to the discourse concerning early adolescent learners and the middle years of schooling.
During the last several decades, self-regulation of learning has permeated all areas of learning and development, including teaching preparation programs. Self-regulatory competences are essential for successful academic achievement and performance. This book is written for teacher candidates to believe that if they heard a call to teach, they can see in each paragraph of this book that they can do it. Teacher candidates reading this book will find themselves vicariously portrayed in the journey of the four teacher candidates described in this book. They can empathize with their struggles but will also find assurance that through self-regulation their own journeys and dreams could have great outcomes. This book is also written for teacher educators in teaching education programs so that they would realize that by transforming their curriculum in light of new findings on self-regulation, they could facilitate the training process of teacher candidates under their supervision and that self-regulation of learning and teaching matters for teacher candidates.
Drawing on a rich body of research and theory on self-regulation of learning, Bembenutty, White, and V lez present compelling case studies indicating that the capability of teacher candidates to self-regulate their attainment of educational goals depends on their exposure to self-regulated teacher educators, especially as they model, scaffold, and mentor in classroom settings. This important text gives numerous examples of how teacher educators can become role models and agents for self-regulatory change, and it will be an invaluable resource for courses in education, psychology, and human development.
Barry J. Zimmerman, Professor Emeritus
Graduate Center, The City University of New York
In an effective blend of theory and case histories, Bembenutty, White, and V lez provide valuable information and advice for prospective teachers and teacher educators. Their focus on help seeking is critical given the array of resources available to overcome early difficulties especially for teachers with significant challenges. Also important is helping them understand the role of delay of gratification in the face of expanding sources of distraction.
Stuart A. Karabenick, Research Professor
University of Michigan
This book builds a really strong case for the importance of self-regulation in teacher education. Moreover, it tells a fascinating story of educational success against the odds, made possible by personal stamina as well as contextual support. Both teacher students and teacher educators around the world will find this book a wonderful inspiration.
Ivar Br ten, Professor
University of Oslo, Norway
This is a practical book which provides a compelling narrative with page after page on teacher self-regulatory functioning. I recommend this book for teacher preparation programs, and I will definitely share it with many of my students and colleagues.
Anastasia Kitsantas, Professor
George Mason University
Автор: Cleveland Hayes, Kenneth J. Fasching-Varner, Hillary B. Eisworth, Kimberly White-Smith Название: Through the Fire – From Intake to Credential: Teacher Candidates Share Their Experiences through Narrative ISBN: 9004388168 ISBN-13(EAN): 9789004388161 Издательство: Brill Цена: 50470.00 T Наличие на складе: Невозможна поставка. Описание: By applying an auto-ethnographic approach in this volume to share and explore the experiences of prospective teachers as they navigate the preparation and credentialing processes of teacher education, we – as those who have gone before the future educators in this text and those who will come behind them, gain first hand insights from these young women and men about what it means and how to better prepare prospective educators to become a teacher against a backdrop of historical inequities in schooling and prepared for the multi-culturally diverse classrooms of today. Teacher educators, school and community leaders, and others committed to pushing toward more equitable social domains and forms of living and learning hence would do well to take up the opportunity provided in this text to learn from the narratives included in this volume and those of other teacher candidates; indeed, the narratives of teacher candidates herein and elsewhere are, in part, reflections of ourselves as teacher educators and evaluations of our work in teacher education and the professional preparation of those who will carry on our professions after us and for rising generations. What we as teacher educators teach, or think we are teaching, in teacher preparation courses may, or may not, be what prospective teachers are learning about being a teacher and successful teaching and learning for all learners, particularly those students historically underserved. Each of the prospective educators who share their narratives in this volume are striving to become critical educators capable of promoting equitable educational and social opportunities, outcomes, and experiences for all learners. While their journeys are each distinctive and unique to them personally, the teacher candidates who share their narratives in this volume highlight some of the challenges and opportunities they have encountered in teacher preparation courses to learn about the functioning of social structures that sustain society’s existing hierarchies and develop the skills and knowledge requisite to identify, implement, and assess critical learning strategies aimed at challenging inequities and promoting more inclusive forms of education. Specifically, these future teachers included in this volume are sharing with us, their readers, their attempts at learning to unhook from Whiteness and to disrupt the pernicious and historical school-to-prison pipeline that has long existed in the US between the nation’s prison system and schools serving learners and their families and communities identified as racially not White, economically poor, and otherwise not members of the White, middle-class, primary English speaking, heterosexual, patriarchal mainstream.
Автор: Cleveland Hayes, Kenneth J. Fasching-Varner, Hillary B. Eisworth, Kimberly White-Smith Название: Through the Fire – From Intake to Credential: Teacher Candidates Share Their Experiences through Narrative ISBN: 9004388184 ISBN-13(EAN): 9789004388185 Издательство: Brill Цена: 131500.00 T Наличие на складе: Невозможна поставка. Описание: By applying an auto-ethnographic approach in this volume to share and explore the experiences of prospective teachers as they navigate the preparation and credentialing processes of teacher education, we – as those who have gone before the future educators in this text and those who will come behind them, gain first hand insights from these young women and men about what it means and how to better prepare prospective educators to become a teacher against a backdrop of historical inequities in schooling and prepared for the multi-culturally diverse classrooms of today. Teacher educators, school and community leaders, and others committed to pushing toward more equitable social domains and forms of living and learning hence would do well to take up the opportunity provided in this text to learn from the narratives included in this volume and those of other teacher candidates; indeed, the narratives of teacher candidates herein and elsewhere are, in part, reflections of ourselves as teacher educators and evaluations of our work in teacher education and the professional preparation of those who will carry on our professions after us and for rising generations. What we as teacher educators teach, or think we are teaching, in teacher preparation courses may, or may not, be what prospective teachers are learning about being a teacher and successful teaching and learning for all learners, particularly those students historically underserved. Each of the prospective educators who share their narratives in this volume are striving to become critical educators capable of promoting equitable educational and social opportunities, outcomes, and experiences for all learners. While their journeys are each distinctive and unique to them personally, the teacher candidates who share their narratives in this volume highlight some of the challenges and opportunities they have encountered in teacher preparation courses to learn about the functioning of social structures that sustain society’s existing hierarchies and develop the skills and knowledge requisite to identify, implement, and assess critical learning strategies aimed at challenging inequities and promoting more inclusive forms of education. Specifically, these future teachers included in this volume are sharing with us, their readers, their attempts at learning to unhook from Whiteness and to disrupt the pernicious and historical school-to-prison pipeline that has long existed in the US between the nation’s prison system and schools serving learners and their families and communities identified as racially not White, economically poor, and otherwise not members of the White, middle-class, primary English speaking, heterosexual, patriarchal mainstream.
Автор: Pelton Robert P. Название: Action Research for Teacher Candidates: Using Classroom Data to Enhance Instruction ISBN: 1607096935 ISBN-13(EAN): 9781607096931 Издательство: Rowman & Littlefield Publishers Рейтинг: Цена: 60550.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book has been written in the hopes of equipping teachers-in-training-that is, teacher candidates-with the skills needed for action research: a process that leads to focused, effective, and responsive strategies that help students succeed.
Автор: Scott Waring, Richard Hartshorne Название: Conducting Authentic Historical Inquiry: Engaging Learners with SOURCES and Emerging Technologies ISBN: 0807764043 ISBN-13(EAN): 9780807764046 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 33270.00 T Наличие на складе: Невозможна поставка. Описание: Uses the best of emerging Internet applications (Web 2.0) to capture the interest of today`s students who have grown up using diverse technologies and multiple applications such as podcasts, social networks, social bookmarks, digital curation, and blogs.
Автор: Scott Waring, Richard Hartshorne Название: Conducting Authentic Historical Inquiry: Engaging Learners with SOURCES and Emerging Technologies ISBN: 0807764051 ISBN-13(EAN): 9780807764053 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 99790.00 T Наличие на складе: Нет в наличии. Описание: Uses the best of emerging Internet applications (Web 2.0) to capture the interest of today`s students who have grown up using diverse technologies and multiple applications such as podcasts, social networks, social bookmarks, digital curation, and blogs.
Автор: Hewitt Des Название: Engaging, Motivating and Empowering Learners in Schools ISBN: 1473995051 ISBN-13(EAN): 9781473995055 Издательство: Sage Publications Рейтинг: Цена: 35890.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book gives you smart, pragmatic guidance backed by evidence-based research on how to engage and inspire in your teaching. It looks at both how you can influence and shape the learning that goes on in your classroom and how you can apply key lessons to your own professional development as a teacher.
Автор: Des Hewitt, Brittany Wright Название: Engaging, Motivating and Empowering Learners in Schools ISBN: 1473995043 ISBN-13(EAN): 9781473995048 Издательство: Sage Publications Рейтинг: Цена: 116160.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book gives you smart, pragmatic guidance backed by evidence-based research on how to engage and inspire in your teaching. It looks at both how you can influence and shape the learning that goes on in your classroom and how you can apply key lessons to your own professional development as a teacher.
Автор: Dominique Smith, Douglas Fisher, Nancy Frey Название: The On-Your-Feet Guide to Building Authentic Student-Teacher Relationships ISBN: 1544385196 ISBN-13(EAN): 9781544385198 Издательство: Sage Publications Рейтинг: Цена: 11610.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
All On-Your-Feet Guide orders receive FREE SHIPPING! Use code SHIPOYFG at check out.
This On-Your-Feet Guide provides tested strategies for building authentic relationships with your students. These authentic relationships between students and adults ensure that students know that they are valued, respected, and trusted. Authentic relationships help students grow as individuals and they help educators grow as professionals. And, there is evidence that student-teacher relationships work to improve learning with an effect size of .52, above Hattie’s average effect of .40.
An authentic relationship requires, time, effort, trust, and love. When this bond is built, it is hard for anything to eliminate that. Our goal in this guide is to help you:
understand the importance of relationships
identify ways to create productive relationships with students
identify ways maintain productive relationships with students
On-Your-Feet Guides (OYFGs) provide you with the ultimate “cheat sheet” to implement effective change in your classroom while in the moment of teaching. Designed for accessibility, and providing step-by-step guidance, the OYFGs are written by experts who take research-based practices and make them doable for the busy teacher.
Each On-Your-Feet Guide is laminated, 8.5”x11” tri-fold (6 pages), and 3-hole punched.
Use the On-Your-Feet Guides • When you know the “what” but need help with the “how” • As a quick reference to support a practice you learned in a PD workshop or book • To learn how to implement foundational practices • When you want to help your students learn a specific strategy, routine, or approach, but aren’t sure how to do it yourself
Автор: Douglas Katherine M. Название: Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (Tab) ISBN: 0807758914 ISBN-13(EAN): 9780807758915 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 29220.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: The authors who introduced the concepts of “Teaching for Artistic Behavior” (TAB) and “choice-based art education” have completely revised and updated their original, groundbreaking bestseller that was designed to facilitate independent learning and support student choices in subject matter and media. More than ever before, teachers are held accountable for student growth and this new edition offers updated recommendations for assessments at multiple levels, the latest strategies and structures for effective instruction, and new resources and helpful tips that provide multiple perspectives and entry points for readers. The Second Edition of Engaging Learners Through Artmaking will support those who are new to choice-based authentic art education, as well as experienced teachers looking to go deeper with this curriculum. This dynamic, user-friendly resource includes sample lesson plans and demonstrations, assessment criteria, curricular mapping, room planning, photos of classroom set-ups, media exploration, and many other concrete and open-ended strategies for implementing TAB in kindergarten–grade 8.
Автор: Konstantinos Alexakos Название: Being a Teacher | Researcher: A Primer on Doing Authentic Inquiry Research on Teaching and Learning ISBN: 9463002936 ISBN-13(EAN): 9789463002936 Издательство: Brill Рейтинг: Цена: 66410.00 T Наличие на складе: Невозможна поставка. Описание: Using a sociocultural approach to critical action research, this book is a primer in doing reflexive, authentic inquiry research in teaching and learning for educators as teacher | researchers. Rather than the artificial dichotomy between theory and practice, the roles of teacher and researcher are instead seen in a dialectic relationship (indicated by the symbol “|” in teacher | researcher) in which each informs and mediates the other in the process of revising and generating new knowledge that is of benefit to those being researched. In addition to providing a theoretical foundation for authentic inquiry, Being a Teacher | Researcher provides a detailed framework with ideas and strategies that interested educators can apply in exploring teaching and learning in both formal and informal settings. It provides concrete examples of how to use authentic inquiry as a basis for collaborating with others to improve the quality of teaching and learning while cogenerating new theory and associated practices that bridge what has been described as a theory-practice divide. Included in this book are how to plan and carry out authentic inquiry studies, choosing appropriate methodologies, methods of data collection and analysis, negotiating research with human participants, using authenticity criteria and characteristics, and addressing challenges and conflicts for teacher | researchers.
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