
The Act of Teaching
McGraw-Hill Professional (Publisher)
5th Edition
Published on 16. March 2008
Book
Paperback/Softback
560 pages
978-0-07-337839-8 (ISBN)
Description
The Act of Teaching prepares students to be competent beginning teachers and to develop into competent experienced teachers. Research-based, the text emphasizes what teachers need to know about students (how they learn and their diversities); how to plan and provide instruction; how to assess, manage and motivate students; and how, overall, to be an effective teacher. Well-designed pedagogical features prompt students to reflect on what they are learning, highlight current issues and topics, and encourage students to apply what they are learning.
More details
Edition
5th edition
Language
English
Place of publication
United States
Publishing group
McGraw-Hill Education - Europe
Target group
College/higher education
Dimensions
Height: 274 mm
Width: 216 mm
Thickness: 23 mm
Weight
1111 gr
ISBN-13
978-0-07-337839-8 (9780073378398)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Donald Cruickshank received his degrees from the State University College at Buffalo, NY, and University of Rochester. After stints as a teacher, coach, supervisor, and principal in the Rochester schools, as he began a college teaching and administrative career that took him to SUNY Brockport, the University of Tennessee, Wheelock College, and The Ohio State University. The author of over 100 chapters, articles, and encyclopedia entries, this is his eighth book. He is best known for his pioneering efforts in developing simulations and reflective teaching.
Kim Metcalf is director of assessment for Monroe County Schools in Indiana. Formerly he was Director of the Teacher Education Laboratory at Indiana University, Bloomington, and associate professor of curriculum and instruction. He was awarded his M.A. and PH.D. in teacher education and educational research and evaluation from The Ohio State University. Dr. Metcalf is a former music teacher who worked with students in grades K to 12, primarily in instrumental music. His major responsibilities now focus on designing, providing, and evaluating preservice teacher education. He is coauthor of the chapter "Training within Teacher Preparation" in the Handbook of Research on the Teacher Education, and is contributor to the International Encyclopedia of Education.
Deborah Bainer is professor of curriculum and instruction at thee State University of West Georgia and director of the doctoral program in school improvement there. She received her BS in biology from Geneva College and her MS in environmental education and PhD in teacher education from The Ohio State University. Dr. Jenkins taught middle school and high school science in the US and in Asia and formerly was a faculty member at Biola University and at The Ohio State University. Currently, her teaching focuses on school improvement and reform. Dr. Jenkins has worked extensively with school-based partnership programs aimed at enhancing science instruction. She has authored numerous articles and book chapters on her research on teachers' professional development, partnerships, and school improvement. She was awarded the distinguished teaching and scholarship awards from The Ohio State University and has received community service awards for her work with teachers.
Kim Metcalf is director of assessment for Monroe County Schools in Indiana. Formerly he was Director of the Teacher Education Laboratory at Indiana University, Bloomington, and associate professor of curriculum and instruction. He was awarded his M.A. and PH.D. in teacher education and educational research and evaluation from The Ohio State University. Dr. Metcalf is a former music teacher who worked with students in grades K to 12, primarily in instrumental music. His major responsibilities now focus on designing, providing, and evaluating preservice teacher education. He is coauthor of the chapter "Training within Teacher Preparation" in the Handbook of Research on the Teacher Education, and is contributor to the International Encyclopedia of Education.
Deborah Bainer is professor of curriculum and instruction at thee State University of West Georgia and director of the doctoral program in school improvement there. She received her BS in biology from Geneva College and her MS in environmental education and PhD in teacher education from The Ohio State University. Dr. Jenkins taught middle school and high school science in the US and in Asia and formerly was a faculty member at Biola University and at The Ohio State University. Currently, her teaching focuses on school improvement and reform. Dr. Jenkins has worked extensively with school-based partnership programs aimed at enhancing science instruction. She has authored numerous articles and book chapters on her research on teachers' professional development, partnerships, and school improvement. She was awarded the distinguished teaching and scholarship awards from The Ohio State University and has received community service awards for her work with teachers.
Content
The Act of Teaching, Fifth Edition
PART ONE: THE BACKDROP OF TEACHINGChapter 1: Factors that Influence How We TeachChapter 2: The Challenge of Teaching in a Changing SocietyChapter 3: Teaching Diverse StudentsChapter 4: Three Schools of Thought About Learning and TeachingChapter 5: Getting to Know Your Students and Motivating Them to Learn
PART TWO: THE ACT OF TEACHINGChapter 6: Planning InstructionChapter 7: Four Instructional Alternatives: Presentation, Discussion, Independent Study, and Individualized InstructionChapter 8: Four More Instructional Alternatives: Cooperative Learning, Discovery Learning, Constructivism, and Direct InstructionChapter 9: Evaluating Students' Learning
PART THREE: THE EFFECTIVE TEACHERChapter 10: Personal Attributes and Characteristics of Effective TeachersChapter 11: Professional Skills and Abilities of Effective TeachersChapter 12: Classroom Management Skills of Effective TeachersChapter 13: Problem Solving Skills of Effective TeachersChapter 14: Reflective Skills of Effective Teachers
PRACTICE TEACHING MANUALUnit 1 Microteaching: Practicing Critical Teaching SkillsUnit 2 Reflective Teaching: Practicing Being a Thoughtful PractitionerUnit 3 Room 221: A Simulation: Solving Classroom Problems
Appendix: How the Act of Teaching Meets the Requirements of Praxis IIIGlossaryCreditsIndexes
PART ONE: THE BACKDROP OF TEACHINGChapter 1: Factors that Influence How We TeachChapter 2: The Challenge of Teaching in a Changing SocietyChapter 3: Teaching Diverse StudentsChapter 4: Three Schools of Thought About Learning and TeachingChapter 5: Getting to Know Your Students and Motivating Them to Learn
PART TWO: THE ACT OF TEACHINGChapter 6: Planning InstructionChapter 7: Four Instructional Alternatives: Presentation, Discussion, Independent Study, and Individualized InstructionChapter 8: Four More Instructional Alternatives: Cooperative Learning, Discovery Learning, Constructivism, and Direct InstructionChapter 9: Evaluating Students' Learning
PART THREE: THE EFFECTIVE TEACHERChapter 10: Personal Attributes and Characteristics of Effective TeachersChapter 11: Professional Skills and Abilities of Effective TeachersChapter 12: Classroom Management Skills of Effective TeachersChapter 13: Problem Solving Skills of Effective TeachersChapter 14: Reflective Skills of Effective Teachers
PRACTICE TEACHING MANUALUnit 1 Microteaching: Practicing Critical Teaching SkillsUnit 2 Reflective Teaching: Practicing Being a Thoughtful PractitionerUnit 3 Room 221: A Simulation: Solving Classroom Problems
Appendix: How the Act of Teaching Meets the Requirements of Praxis IIIGlossaryCreditsIndexes