Teaching for Student Learning: Becoming a Master Teacher / Edition 2

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Overview

To accommodate the evolution of teacher education programs, this text has been developed for two groups: 1) those serving as interns or student teachers as they complete traditional teacher education programs and 2) new in-service teachers who are part of an alternative certification program. The book's team of experienced educators and authors offers users a set of very practical tools, skills, and advice that they can put into immediate use in the field. The authors also aim to provoke a high level of engagement and interaction with the program. TEACHING FOR STUDENT LEARNING features a reader-friendly style and a convenient format with three-hole punched, perforated pages. This convenient format, along with the book's 25 brief, to-the-point chapters (modules), makes it easy for busy teachers to quickly find, understand, and use key information related to their most pressing needs.

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Product Details

  • ISBN-13: 9781111833602
  • Publisher: Cengage Learning
  • Publication date: 1/1/2012
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 384
  • Sales rank: 894,773
  • Product dimensions: 8.40 (w) x 10.80 (h) x 0.80 (d)

Meet the Author

Kevin Ryan

KEVIN RYAN is a former professor of education at Boston University who earned his PhD from Stanford University. He is also the founding director of the well-known Center for the Advancement of Ethics and Character. Dr. Ryan, a former high school English teacher, has written and edited 20 books and over 100 articles on teacher and character education. His distinguished career includes having been on the faculties of the University of Chicago, Ohio State University, and the University of Lisbon, Portugal. He is also the author (with James M. Cooper) of Teaching for Student Learning: Becoming a Master Teacher,© 2012 (Cengage), Those Who Can, Teach 13/e, © 2012 (Cengage), and the editor of Kaleidoscope: Contemporary and Classic Readings in Education 13/e, © 2012 (Cengage).

James M. Cooper is Professor Emeritus in the Curry School of Education at the University of Virginia, where he also served as Dean from 1984 to 1994. He received four degrees from Stanford University—two in history and two in education, including his Ph.D. in 1967. He taught junior and senior high school social studies for four years in Palo Alto, California. Dr. Cooper has authored, co-authored, or edited numerous publications, including THOSE WHO CAN, TEACH, and KALEIDOSCOPE: CONTEMPORARY AND CLASSIC READINGS IN EDUCATION, both in their thirteenth editions (2012, Cengage); and, with Kevin Ryan, TEACHING FOR STUDENT LEARNING, in its second edition (2012, Cengage). He is also series editor of the Educator's Guide series (Cengage). His books and articles address the areas of teacher education, supervision of teachers, case studies in teacher education, and technology and teacher education. He was recognized as one of the nation's 70 Leaders in Teacher Education in 1990 by the Association of Teacher Educators, and as the Outstanding Professor in the Curry School of Education for 2001. He has been listed in WHO'S WHO IN AMERICA and WHO'S WHO IN AMERICAN EDUCATION since 1990.

Susan Tauer began her teaching career in the Peace Corps as an English-as-a-Foreign-Language (EFL) teacher in Cote d'Ivoire, West Africa. She taught in the Ivorian schools for five years and was a teacher-trainer for EFL teachers for two years. She then joined the faculty of the International Community School of Abidjan, where she taught a multi-grade sheltered English class and self-contained elementary class for eight years. Upon her return to the United States in 1991, Dr. Tauer began teaching at the college level, working with pre-service teachers. She has taught undergraduate courses in foundations of education, elementary math and science methods, and graduate courses in philosophy of education, teacher supervision, and research methods. Dr. Tauer received her bachelor's degree from Colby College, and her masters degree and doctorate from Boston University.

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Table of Contents

1. Reflective Teaching for Student Learning. 2. Understanding Student Differences. 3. Teaching Culturally Diverse Learners. 4. Teaching Students with Disabilities. 5. Teaching Academically Diverse Learners. 6. Key Principles of Learning. 7. School Culture. 8. Establishing the Classroom Environment. 9. Maintaining the Classroom Environment. 10. Planning What to Teach. 11. Planning Lessons. 12. How to Teach. 13. Communication in the Classroom. 14. Teaching and Technology. 15. Assessment for Learning. 16. Tools for Assessment. 17. Working with Your Students' Families. 18. Working with Colleagues. 19. School Governance and Funding. 20. Professional Performance Assessment. 21. The Ethics of Teaching. 22. Educational Law. 23. Hiring, Firing, and Educational Law. 24. The First Year. 25. Professionalism in Teaching.

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