Learning to Teach / Edition 9

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Overview

This best-selling text provides comprehensive coverage of general teaching methods and models. The most balanced text in its field, Learning to Teach strikes a harmony by integrating researched-based foundations with practical consideration and opportunity for real world application. The text provides strong coverage of both teacher-centered and student-centered models. By covering all major teaching models plus the leadership skills of teaching, including planning, classroom management, assessment, motivation, and management of time and space, Learning to Teach helps future teachers master both the theory and application of successful teaching.

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Product Details

  • ISBN-13: 9780078024320
  • Publisher: McGraw-Hill Higher Education
  • Publication date: 1/31/2011
  • Edition description: Older Edition
  • Edition number: 9
  • Pages: 608
  • Sales rank: 601,725
  • Product dimensions: 8.00 (w) x 9.90 (h) x 0.90 (d)

Meet the Author

Richard I. Arends is Professor of Educational Leadership and Dean Emeritus at Connecticut State University where he served as Dean of the School of Education and Interim Provost of Academic Affair from 1991-2004. Before going to Connecticut he was on the faculty and chair of the department of Curriculum and Instruction at the University of Maryland, College Park. Richard Arends received his Ph.D. from the University of Oregon where he was on the faculty from 1975 to 1983. A former elementary, middle school, and high school teacher, his special interests are teaching, teacher education, organization development and school improvement. He has worked widely with schools and universities throughout North America, in Jamaica, and in the Pacific Rim, including Australia, Samoa, Palau, and Saipan.

Professor Arends has authored or contributed to over a dozen books on education including the Second Handbook or Organization Development in Schools, Systems Change Strategies in Education, Exploring Teaching, and Learning to Teach. The latter is now in its 8th edition and has been translated into several foreign languages.

The recipient of numerous awards, he was selected in 1989 as the outstanding teacher educator in the state of Maryland and in 1990 received the Judith Ruskin Award for outstanding research in education given by the Association for Supervision and Curriculum Development (ASCD). From 1995-97 Professor Arends held the William Allen (Boeing) Endowed Chair Boeing in the School of Education at Seattle University. Currently, he is retired in Portland, Oregon where he pursues favorite projects and continues to write.

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Table of Contents

Chapter 1: The Scientific Basis for the Art of Teaching
PART I: THE LEADERSHIP FUNCTIONS OF TEACHING
Chapter 2: Planning
Chapter 3: Classroom Motivation and Learning Communities
Chapter 4: Multicultural and Mainstreamed Classrooms
Chapter 5: Classroom Management
Chapter 6: Assessment and Evaluation
PART II: THE INTERACTIVE FUNCTIONS OF TEACHING
Chapter 7: Presentation Teaching
Chapter 8: Direct Instruction
Chapter 9: Concept Teaching
Chapter 10: Cooperative Learning
Chapter 11: Problem-Based Instruction
Chapter 12: Classroom Discussion
Chapter 13: Learning and Study Strategies
PART III: THE ORGANIZATIONAL FUNCTIONS OF TEACHING
Chapter 14: The School as Workplace
Chapter 15: The First Year of Teaching and School Improvement
RESOURCE HANDBOOK
Unit 1: Reading and Using Research
Unit 2: Action Research for Classroom Teachers
Unit 3: Observation, Reflection, and Microteaching
Unit 4: Internet Resources on Teaching
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