Models of Teaching / Edition 8

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Boston, MA 2008 Hard cover 8th ed. New. No dust jacket. Sewn binding. Cloth over boards. 558 p. Contains: Illustrations. Audience: General/trade. Brand New, Standard shipping ... 2-4 business days to continental USA by UPS Express. No PO Box, APO or FPO address. If you are living outside of Continental US, please provide us your contact phone number after you place the order. The phone number will be use for UPS shipping purpose. We will have to cancel your order if you did not provide this essential information. Read more Show Less

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Overview

The sixth edition of Models of Teaching is written to be the core of the theory/practice aspect of the K-12 teacher education program. It covers the rationale and research on the major models of teaching and applies the models by using scenarios and examples of instructional materials. Because it deals with the major psychological and philosophical approaches to teaching and schooling, Models of Teaching provides a direct link between educational foundations and student teaching. Therefore, the book can provide substantial support to programs taking a reflective teaching or constructivist approach. For pre-service and in-service teachers.
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Product Details

  • ISBN-13: 9780205593453
  • Publisher: Pearson
  • Publication date: 3/18/2008
  • Series: Alternative eText Formats Series
  • Edition description: Older Edition
  • Edition number: 8
  • Pages: 576
  • Product dimensions: 7.50 (w) x 9.20 (h) x 1.40 (d)

Meet the Author

Bruce Joyce grew up in New Jersey, was educated at Brown University and, after military service, taught in the schools of Delaware. He was a professor at the University of Delaware, the University of Chicago, and Teachers College, Columbia University. In all those settings, he directed the teacher education programs and, at Teachers College, the Agnes Russell School – the laboratory school of the college. His scholarship and practice have centered on teaching, teacher education, professional development, and school improvement. He has been a visiting scholar at the University of Hong Kong, the University of Toronto, the Western Australia Institute of Technology; and he has been an all-India Fulbright Scholar and a USAID general technical assistant to Egypt's Ministry of Education. His technical services to American, Asian, and European schools are focused on models of teaching, professional development, and school improvement.

Emily Calhoun has a B.A. in English from Georgia College in Milledgeville, and M.Ed. in early childhood education and reading from Georgia Southwestern College in Americus, and an Ed.D. from the University of Georgia in Athens. Emily has taught at the elementary, secondary, and university levels. She has worked as a consultant with intermediate service agencies, as a coordinator of the Georgia League of Professional Schools at the University of Georgia, and as a K-12 Language Arts coordinator within a school district. Since 1991, she has been director of The Phoenix Alliance in Saint Simons Island. In that position, she has partnered with districts, states, and provinces in extensive professional development and school improvement projects. These have generated considerable positive effects for teachers, administrators, and students and have included research on school improvement, especially on action research, and the teaching of reading and writing. Her international work includes professional development and/or visiting scholar positions in Canada, the United Kingdom, Finland, Columbia, Thailand, and Hong Kong.

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Table of Contents

Foreword
Pt. I Frame Of Reference 1
Ch. 1 Beginning The Inquiry: Tooling Up the Community of Learners 3
Ch. 2 Where Do Models Of Teaching Come From?: How Are They Used? 11
Ch. 3 Teaching As Inquiry: Taking Off from the Research Base 27
Ch. 4 The Construction Of Knowledge, Metacognitions, And Conceptions Of Intelligence 49
Ch. 5 Teaching And Equity: Gender, Money, Race, and Culture 55
Pt. II The Social Family 63
Ch. 6 Partners In Learning: From Dyads to Group Investigation 65
Ch. 7 Role Playing: Studying Social Behavior and Values 89
Ch. 8 Jurisprudential Inquiry: Learning to Think about Social Policy 109
Ch. 9 Adapting To Individual Differences: Conceptual Systems Theory 129
Pt. III The Information-processing Family: Learning to Think by Thinking 141
Ch. 10 Thinking Inductively: Collecting, Organizing, and Manipulating Data 145
Ch. 11 Attaining Concepts: The Basic Thinking Skills 161
Ch. 12 Scientific Inquiry And Inquiry Training: The Art of Making Inferences 179
Ch. 13 Memorization: Getting the Facts Straight 209
Ch. 14 Synectics: Enhancing Creative Thought 233
Ch. 15 Learning from Presentations: Advance Organizers 265
Ch. 16 The Developing Intellect: Adjusting Models to Cognitive Development 279
Pt. IV The Personal Family: Focus on the Person 293
Ch. 17 Nondirective Teaching: The Learner at the Center 295
Ch. 18 Concepts Of Self: Modeling Rich States of Growth 309
Pt. V The Behavioral Systems Family: Behavior Theory 321
Ch. 19 Mastery Learning And Programmed Instruction 329
Ch. 20 Direct Instruction 343
Ch. 21 Learning From Simulations: Training and Self-Training 353
Pt. VI Professional Skill 365
Ch. 22 The Conditions Of Learning: Focusing and Planning Instruction 367
Ch. 23 How To Learn A Teaching Repertoire: The Professional Learning Community 375
Ch. 24 Learning Styles And Models Of Teaching: Making Discomfort Productive 385
Appendix: Peer Coaching Guides 399
Advance Organizer 401
Cooperative Learning Organization 405
Jurisprudential Model 409
Synectics 415
Concept Attainment 420
Inquiry Training 426
Assists to Memory 430
Role Playing 435
Inductive Thinking 439
References 445
Index 477
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Sort by: Showing all of 2 Customer Reviews
  • Posted May 15, 2009

    more from this reviewer

    Still at the top

    I used two editions previously, beginning 1988. The model is smoothed out substantially and presents case studies as well as detailed directions for applying each model.

    This edition has a little more on creativity but still does not approach the model presened by Gardner (Multiple Intelligences). But this book is more presentable than Gardner's.

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  • Anonymous

    Posted February 5, 2010

    No text was provided for this review.

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