The Act of Teaching / Edition 6

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Brand new, never opened. Sells out fast! - 6th Edition - Paperback - ISBN 9780078097911

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The Act of Teaching, Sixth Edition, is intended to get students up-and-running, ready to teach. The content is drawn from Educational Testing Service Praxis II Standards and INTASK studies of what pre-service teachers should know and be able to do, and National Board for Professional Teaching Standards of what competent experienced teachers are like.

This comprehensive text includes relevant information on teaching diverse children (Ch. 2 & 3), learning theories (Ch. 4), knowing and motivating students (Ch. 5), planning instruction (Ch. 6), multiple teaching methods with sample lesson plans (Ch. 7 & 8), assessing student learning (Ch. 9), characteristics and skills of effective teachers (Ch. 9 & 10), and effective classroom management (Ch. 12).

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Editorial Reviews

Presents a text and attached case book for pre-service teachers, covering human learning research, instruction and assessment, and personal attributes and professional skills teachers need. Learning features include summaries and questions, plus an entire section of activities intended to increase classroom skills and problem solving. The accompanying case book contains detailed examples of classroom practice illustrating teaching methods. This second edition expands coverage of constructivism, cognitive learning theory, and technology. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780078097911
  • Publisher: McGraw-Hill Higher Education
  • Publication date: 2/14/2011
  • Edition description: New Edition
  • Edition number: 6
  • Pages: 560
  • Product dimensions: 8.40 (w) x 10.80 (h) x 1.00 (d)

Meet the Author

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.

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.

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Table of Contents

The Act of Teaching, Fifth Edition


Chapter 1: Factors that Influence How We Teach

Chapter 2: The Challenge of Teaching in a Changing Society

Chapter 3: Teaching Diverse Students

Chapter 4: Three Schools of Thought About Learning and Teaching

Chapter 5: Getting to Know Your Students and Motivating Them to Learn


Chapter 6: Planning Instruction

Chapter 7: Four Instructional Alternatives: Presentation, Discussion, Independent Study, and Individualized Instruction

Chapter 8: Four More Instructional Alternatives: Cooperative Learning, Discovery Learning, Constructivism, and Direct Instruction

Chapter 9: Evaluating Students’ Learning


Chapter 10: Personal Attributes and Characteristics of Effective Teachers

Chapter 11: Professional Skills and Abilities of Effective Teachers

Chapter 12: Classroom Management Skills of Effective Teachers

Chapter 13: Problem Solving Skills of Effective Teachers

Chapter 14: Reflective Skills of Effective Teachers


Unit 1 Microteaching: Practicing Critical Teaching Skills

Unit 2 Reflective Teaching: Practicing Being a Thoughtful Practitioner

Unit 3 Room 221: A Simulation: Solving Classroom Problems

Appendix: How the Act of Teaching Meets the Requirements of Praxis III

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