Introduction to Teaching
Making a Difference in Student Learning
2nd Edition
Published on 16. March 2016
Book
Paperback/Softback
592 pages
978-1-4833-6501-5 (ISBN)
Description
The second edition of Introduction to Teaching: Making a Difference in Student Learning is the ideal beginning text for aspiring teachers. Acclaimed authors Gene Hall, Linda Quinn, and Donna Gollnick thoroughly prepare students to make a difference as teachers, presenting first-hand stories and evidence-based practices while offering a student-centered approach to learning. The authors focus on how to address one of the biggest challenges facing many of today's schools-making sure that all students are learning-and help teachers make student learning the primary focus in all that they do. From true-to-life challenges that teachers will face (high-stakes testing, reduced funding, low retention, Common Core Standards) to the inspiration and joy they will discover throughout their teaching careers, this text paints a realistic picture of the real life of a teacher.
More details
Edition
2nd Revised edition
Language
English
Place of publication
Thousand Oaks
United States
Target group
College/higher education
Edition type
Revised edition
Dimensions
Height: 279 mm
Width: 216 mm
Weight
1053 gr
ISBN-13
978-1-4833-6501-5 (9781483365015)
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
Other editions
Previous edition
Gene Erwin Hall | Linda F. Quinn | Donna M. Gollnick
Introduction to Teaching
Making a Difference in Student Learning
Book
02/2013
1st Edition
SAGE Publications Inc
€117.80
Article exhausted; check for reprint
Persons
Gene E. Hall, PhD, in 2017 became Professor Emeritus at the University of Nevada, Las Vegas. Since that time, he has grown his business, Concerns Based Systems, Inc. (TM), by continuing to be involved in projects related to implementing change in the United States, and elsewhere. He has had a career-long involvement with the development of programs and national accreditation of teacher education. He began his career as the science methods instructor and faculty team member for the experimental Personalized Teacher Education Program (PTEP) at the national R&D Center for Teacher Education, The University of Texas at Austin. Subsequently, he was a faculty member at the University of Florida, the University of Northern Colorado, and University of Nevada, Las Vegas. He has twice been the dean of a college of education. He also has had career-long involvement with studies of the change process and development of tools and applications of the Concerns-Based Adoption Model (CBAM). He is coauthor of Implementing Change: Patterns, Principles and Potholes (5th edition) and The Foundations of Education (17th edition). Linda F. Quinn is a professor in the College of Education at the University of Nevada, Las Vegas (UNLV). She was a member of the UNLV faculty from 1991 to 1995, and rejoined the faculty in 1999 after four years as a visiting professor and associate dean at the University of Northern Iowa. Before coming to UNLV, she had a rich and varied career in public and private schools in the United States, and in Iran and Japan. She has taught upper-division courses in curriculum development, classroom management, and instructional strategies. Her research interests focus on all aspects of teacher professional development, distance education, and global education. She is an annual contributor to national meetings of the Association of Teacher Educators and the Northern Rocky Mountain Educational Research Association. Reports of her research have been published in journals and as book chapters. She currently lives in Henderson, Nevada, with her poet husband and two lovable labs.
Donna M. Gollnick is the finance manager for the National Association for Multicultural Education (NAME) and is the public member on the Commission on the Accreditation of Early Childhood Higher Education Programs of the National Association for the Education of Young Children (NAEYC). Previously, she was the Chief Academic Officer at the TEACH-NOW Graduate School of Education (now Moreland University), an online teacher education program in Washington, DC, that prepares teachers around the world. Dr. Gollnick worked in non-profit associations of teacher educators as the senior vice president for accreditation at the National Council for Accreditation of Teacher Education (NCATE) and director of professional development at the American Association of Colleges of Teacher Education (AACTE). She began her teaching career immediately after receiving her bachelor's degree in Carmel and then, South Bend, Indiana. She is coauthor with Philip Chinn of Multicultural Education in a Pluralistic Society, which is in its 12th edition, and is a coauthor of the textbook Introduction to the Foundations of American Education, in its 17th edition. Dr. Gollnick is a past president of the National Association for Multicultural Education (NAME). She has been recognized as a Distinguished Alumna by the School of Family and Consumer Sciences at Purdue University and the Rossier School of Education at the University of Southern California. AACTE honored her as an "Advocate for Justice" in 1998.
Donna M. Gollnick is the finance manager for the National Association for Multicultural Education (NAME) and is the public member on the Commission on the Accreditation of Early Childhood Higher Education Programs of the National Association for the Education of Young Children (NAEYC). Previously, she was the Chief Academic Officer at the TEACH-NOW Graduate School of Education (now Moreland University), an online teacher education program in Washington, DC, that prepares teachers around the world. Dr. Gollnick worked in non-profit associations of teacher educators as the senior vice president for accreditation at the National Council for Accreditation of Teacher Education (NCATE) and director of professional development at the American Association of Colleges of Teacher Education (AACTE). She began her teaching career immediately after receiving her bachelor's degree in Carmel and then, South Bend, Indiana. She is coauthor with Philip Chinn of Multicultural Education in a Pluralistic Society, which is in its 12th edition, and is a coauthor of the textbook Introduction to the Foundations of American Education, in its 17th edition. Dr. Gollnick is a past president of the National Association for Multicultural Education (NAME). She has been recognized as a Distinguished Alumna by the School of Family and Consumer Sciences at Purdue University and the Rossier School of Education at the University of Southern California. AACTE honored her as an "Advocate for Justice" in 1998.
Content
Part I: Today's Teachers, Students, and Schools
Chapter 1: Becoming a Teacher
Why Teach?
What Do Teachers Need to Know?
What Do Teacher Education Candidates Need to Do?
How Do You Keep Track of Your Growth as a Teacher?
Field Guide for Learning More About Becoming a Teacher
Chapter 2: Today's Students
How Racially and Ethnically Diverse Are Our Schools?
How Do Economics Affect Students and Schools?
What If Students' Native Languages Are Not English?
What Is the Relationship of Gender and Education?
How Is Sexual Orientation Addressed in Schools?
What Do the Religious Beliefs of Students Have to Do With Schools?
Field Guide for Learning More About Today's Students
Chapter 3: Addressing Learners' Individual Needs
What Are Key Characteristics of Students With Disabilities?
What Are Some Ways of Distinguishing Students in Terms of Academic Ability?
Do All Students Develop in the Same Way?
How Do Class and Culture Affect Teaching and Learning?
Characteristics of Students as Learners
Field Guide for Learning More About Addressing Learners' Individual Needs
Chapter 4: The Social Context of Schools
How Does Social Context Challenge Educators?
How Does Social Context Influence What Is Taught?
How Are Students Affected by Social Context?
Field Guide for Learning More About the Social Context of Schools
Chapter 5: Families and Communities
How Do the Public and Educators View Education?
In What Types of Families Do Students Live?
How Does Culture Influence Families and Their Children?
What Happens When Students' Cultures Come to School?
How Should Teachers Work With Parents and Communities?
Field Guide for Learning More About Families and Communities
Part II: The Foundations of Education
Chapter 6: History of Schools in the United States
How Did Public Schools Come to Be?
How Did Schools Become Designed Based on the Age of Students?
What Has Influenced the School Curriculum?
How Has the Educational System Contributed to Equality?
How Has Teaching Evolved?
Field Guide for Learning More About the History of Schools in the United States
Chapter 7: Developing a Philosophy of Teaching and Learning
How Do Teachers Develop Personal Philosophies Toward Teaching and Learning?
How Do Students Learn?
How Does Educational Psychology Help Teachers Understand Student Learning?
How Do Philosophical Perspectives Help Teachers Understand Student Learning?
Field Guide for Learning More About Developing a Philosophy of Teaching and Learning
Chapter 8: Organizing and Financing Schools for Learning
How Are Schools Staffed and Organized?
What Is the Relationship of Schools to School Districts and the State?
What Is the Role of the Federal Government in Education?
How Is Governance Different From the Structures of Government?
How Are Schools Paid for, and How Is the Money Spent?
How Do Schools Spend the Money?
Organization and Finance Issues and Challenges?
Field Guide for Learning More About Organizing Schools for Learning
Chapter 9: The Law as It Relates to Teaching and Learning
Contemporary Legal Issues and Their Deliberations
Continuing Legal Dilemmas Related to Education
Students' Rights and Protections
Teachers' Responsibilities, Rights, and Liabilities
Field Guide for Learning More About the Law as It Relates to Teaching and Learning
Part III: Teaching for Student Learning
Chapter 10: Standards, Curriculum, and Accountability
What Are Standards and Benchmarks?
Standards for Content
Keeping Track of Benchmarks and Standards in Lesson Planning
What Is Curriculum?
Field Guide for Learning More About Standards, Curriculum, and Accountability
Chapter 11: Managing the Classroom and Student Behavior
What Is Classroom Management?
How Do You Build a Personal Philosophy of Classroom Management?
What Constitutes a Well-Managed Classroom?
What Is the Connection Between Discipline and Management?
Four Stages of Classroom Life That Influence Behavior
How Do Teachers Manage the Stress of Managing a Classroom?
Field Guide for Learning More About Managing the Classroom and Student Behavior
Chapter 12: Teaching Strategies
What Are Teaching Strategies?
What Makes Teaching Strategies Work?
How Are Different Strategies Used for Different Purposes?
Field Guide for Learning More About Teaching Strategies
Chapter 13: Assessing Student Learning and Results
Why Is Assessing So Important?
What Are Some Ways to Test Student Learning?
Teacher Questioning
How Do Teachers Use Formative Assessments to Adjust Instruction and Improve Student Learning?
Field Guide for Learning More About Assessing Student Learning and Results
Part IV: Becoming Tomorrow's Highly Effective Teacher
Chapter 14: Succeeding in Your Teacher Education Program, and Beyond
What Are Keys to Succeeding in Your Teacher Education Program?
What Are the Keys to Being Hired as a Beginning Teacher?
In What Ways Can Candidates and Teachers Be Leaders?
Career Path Options for Teachers
How Does a Master Teacher Think About the Joy of Teaching?
Field Guide for Learning More About Succeeding in Your Teacher Education Program, and Beyond
Chapter 1: Becoming a Teacher
Why Teach?
What Do Teachers Need to Know?
What Do Teacher Education Candidates Need to Do?
How Do You Keep Track of Your Growth as a Teacher?
Field Guide for Learning More About Becoming a Teacher
Chapter 2: Today's Students
How Racially and Ethnically Diverse Are Our Schools?
How Do Economics Affect Students and Schools?
What If Students' Native Languages Are Not English?
What Is the Relationship of Gender and Education?
How Is Sexual Orientation Addressed in Schools?
What Do the Religious Beliefs of Students Have to Do With Schools?
Field Guide for Learning More About Today's Students
Chapter 3: Addressing Learners' Individual Needs
What Are Key Characteristics of Students With Disabilities?
What Are Some Ways of Distinguishing Students in Terms of Academic Ability?
Do All Students Develop in the Same Way?
How Do Class and Culture Affect Teaching and Learning?
Characteristics of Students as Learners
Field Guide for Learning More About Addressing Learners' Individual Needs
Chapter 4: The Social Context of Schools
How Does Social Context Challenge Educators?
How Does Social Context Influence What Is Taught?
How Are Students Affected by Social Context?
Field Guide for Learning More About the Social Context of Schools
Chapter 5: Families and Communities
How Do the Public and Educators View Education?
In What Types of Families Do Students Live?
How Does Culture Influence Families and Their Children?
What Happens When Students' Cultures Come to School?
How Should Teachers Work With Parents and Communities?
Field Guide for Learning More About Families and Communities
Part II: The Foundations of Education
Chapter 6: History of Schools in the United States
How Did Public Schools Come to Be?
How Did Schools Become Designed Based on the Age of Students?
What Has Influenced the School Curriculum?
How Has the Educational System Contributed to Equality?
How Has Teaching Evolved?
Field Guide for Learning More About the History of Schools in the United States
Chapter 7: Developing a Philosophy of Teaching and Learning
How Do Teachers Develop Personal Philosophies Toward Teaching and Learning?
How Do Students Learn?
How Does Educational Psychology Help Teachers Understand Student Learning?
How Do Philosophical Perspectives Help Teachers Understand Student Learning?
Field Guide for Learning More About Developing a Philosophy of Teaching and Learning
Chapter 8: Organizing and Financing Schools for Learning
How Are Schools Staffed and Organized?
What Is the Relationship of Schools to School Districts and the State?
What Is the Role of the Federal Government in Education?
How Is Governance Different From the Structures of Government?
How Are Schools Paid for, and How Is the Money Spent?
How Do Schools Spend the Money?
Organization and Finance Issues and Challenges?
Field Guide for Learning More About Organizing Schools for Learning
Chapter 9: The Law as It Relates to Teaching and Learning
Contemporary Legal Issues and Their Deliberations
Continuing Legal Dilemmas Related to Education
Students' Rights and Protections
Teachers' Responsibilities, Rights, and Liabilities
Field Guide for Learning More About the Law as It Relates to Teaching and Learning
Part III: Teaching for Student Learning
Chapter 10: Standards, Curriculum, and Accountability
What Are Standards and Benchmarks?
Standards for Content
Keeping Track of Benchmarks and Standards in Lesson Planning
What Is Curriculum?
Field Guide for Learning More About Standards, Curriculum, and Accountability
Chapter 11: Managing the Classroom and Student Behavior
What Is Classroom Management?
How Do You Build a Personal Philosophy of Classroom Management?
What Constitutes a Well-Managed Classroom?
What Is the Connection Between Discipline and Management?
Four Stages of Classroom Life That Influence Behavior
How Do Teachers Manage the Stress of Managing a Classroom?
Field Guide for Learning More About Managing the Classroom and Student Behavior
Chapter 12: Teaching Strategies
What Are Teaching Strategies?
What Makes Teaching Strategies Work?
How Are Different Strategies Used for Different Purposes?
Field Guide for Learning More About Teaching Strategies
Chapter 13: Assessing Student Learning and Results
Why Is Assessing So Important?
What Are Some Ways to Test Student Learning?
Teacher Questioning
How Do Teachers Use Formative Assessments to Adjust Instruction and Improve Student Learning?
Field Guide for Learning More About Assessing Student Learning and Results
Part IV: Becoming Tomorrow's Highly Effective Teacher
Chapter 14: Succeeding in Your Teacher Education Program, and Beyond
What Are Keys to Succeeding in Your Teacher Education Program?
What Are the Keys to Being Hired as a Beginning Teacher?
In What Ways Can Candidates and Teachers Be Leaders?
Career Path Options for Teachers
How Does a Master Teacher Think About the Joy of Teaching?
Field Guide for Learning More About Succeeding in Your Teacher Education Program, and Beyond