By Yeping Li
This ebook offers a brand new and demanding scholarship on educating, on the time whilst stories on instructing in instructor schooling are lengthy late. This booklet is designed to place jointly this sort of set of chapters contributed by means of these instructor educators who're not just taking instructing as a qualified perform, but additionally upholding instructing development as a scholarly pursuit that wishes collaboration and systematic stories. instructing at paintings refers not to simply the significance of potent educating in K-12 study rooms and instructor training, but additionally the significance of taking instructing and its development as a topic of scholarly stories. within the box of instructor education, this booklet goals to make well timed wisdom contribution and is situated to stimulate additional dialogue and exploration on instructing and its development. The publication includes thirteen chapters by way of 35 students within the usa. This assortment offers many cutting edge instructing practices and techniques in addition to presents new insights into this subject of curiosity to instructor educators, researchers, and graduate scholars who desire to know about a number of educating methods and practices for advancing instructor guidance.
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This instruction manual acts as an important advisor to figuring out and utilizing reflective and experiential studying - even if or not it's for private or expert improvement, or as a device for studying. It takes a clean examine experiential and reflective studying, finding them inside of an total theoretical framework for studying and exploring the relationships among diverse ways.
Devoted to the masses of practitioners who paintings at foreign department campuses (IBCs), this quantity examines the original demanding situations ICB execs face within the innovative of improvement within the international greater schooling zone and the way they're in contrast to these faced via their colleagues at the domestic campus.
This ebook offers a brand new and significant scholarship on educating, on the time whilst reports on educating in instructor schooling are lengthy past due. This publication is designed to place jointly this type of set of chapters contributed through these instructor educators who're not just taking instructing as a qualified perform, but in addition upholding instructing development as a scholarly pursuit that wishes collaboration and systematic reports.
The research defined during this e-book is a qualitative phenomenological examine research whose aim used to be to bare the writer's id of instructor educators in academia and to find how they show this identification of their educating perform. Twenty-three educational students have been interviewed for the learn.
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Extra resources for Teaching at Work
Journal of Educational Psychology, 90, 37–55. 44 Connecting Research and Practice Through Teacher Knowledge Foorman, B. , Francis, D. , Shaywitz, S. , Shaywitz, B. , & Fletcher, J. M. (1997a). The case for early reading interventions. In B. ), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 243–264). Mahwah, NJ: Erlbaum. Foorman, B. , Francis, D. , & Fletcher, J. M. (1997b). Early intervention for children with reading disabilities. Scientific Studies of Reading, 1, 255–276.
2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press. Darling-Hammond, L. (2011). Effective teaching as a civil right. Voices in Urban Education, 31, 44–58. Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. New York, NY: Teachers College Press. , & Rothstein, J. (2012). Evaluating teacher evaluation: Popular modes of evaluating teachers are fraught with inaccuracies and inconsistencies, but the field has identified better approaches.
Statistically significant correlations were found between teachers' post-test knowledge on the graphophonemic segmentation / irregular words tasks and tutored children's progress in decoding phonetically regular words. Error analyses also indicated links between teachers’ patterns of word-structure knowledge and children’s patterns of decoding progress. Conclusions were drawn that word-structure knowledge is indeed important to effective teaching of word decoding, and therefore, there is a strong need include information about English word structure in both pre-service teacher preparation and in-service teacher training.
Teaching at Work by Yeping Li