Goldblatt, a high school educator and policy developer, and Smith (Ontario College of Teachers, Canada) present cases that help students and pre-service K-12 teachers link theory with experience. All of the cases describe realistic situations that highlight the complicated and interrelated realms of teaching, and include questions connecting issues across cases and case commentaries that suggest new ways to think, act, and improve performance in the classroom. Annotation ©2004 Book News, Inc., Portland, OR
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About the Author
Deirdre Smith (M.Ed. Brock University [teaching and learning] B.Ed and BA, York University, and B.Ed OISE/University of Toronto) is Manager, Standards of Practice and Education at the Ontario College of Teachers. In this capacity she leads a team of program officers who conduct research, development and implementation activities that support strategic planning and a provincial framework that maintains standards of practice and promotes continuing competence among members of the College. Smith has established and continues to coordinate the College research program including pre-service, in-service, action research, educational leadership, mentorship and induction, and career-long professional learning in Ontario. Actively involved with policy development she has coordinated the revision of over two hundred curriculum policy documents for in-service teacher education. In a project management role she has conceptualized, planned, coordinated and monitored multiple and concurrent research, policy development and public relation projects. Smith is a former school principal and Special Educational consultant with extensive experience as a Teacher Behavior consultant, Youth Counselor, Pre-Service Teacher Educator and an In-Service Teacher Educator.
Table of ContentsAcknowledgementsIntroduction: Using Cases to Understand What it Means to be a Teacher - Patricia F. Goldblatt and Deirdre SmithChapter 1: Dealing with Religious Intolerance - Lyn Miller-Lachmann, Judith Lessow-Hurley, Poonam C. Dev, Harold BrathwaiteChapter 2: Is the Teacher's Gender an Issue in a Kindergarten Classroom? - Ellen Moir, Barbara B. Levin, Jerry Rosiek & Becky M. Atkinson, Kristopher Wells, Paul AxelrodChapter 3: Working with a Disruptive Child and His Family - Peter McLaren & Nathalia Jamarillo, Deborah J. Trumbull, David E. Wilson & Joy S. Ritchie, David Booth, Janna DresdenChapter 4: Negotiating Different Styles When Two Teachers Share a Class - Rita Silverman, Cheryl J. Craig, Ron Wideman
Rita Silverman, Cheryl J. Craig, Ron WidemanChapter 5: Managing Conflict When Working with Educational Partners - Becky Wai-Ling Packard, Nancy L. Hutchinson and Anne JordanChapter 6: A Student Teacher Faces the Challenges of the Classroom - Tom Russell, William J. Hunter, Janet L. Miller and D. Jean Clandinin Chapter 7: Engaging in Action Research in the Classroom - Robert E. Stake, Stefinee Pinnegar, Andrea K. WhittakerChapter 8: Evaluating a Teacher's Classroom Management Strategy - Elizabeth Campbell, Iain Munro, Frances Squire and Jay MartinChapter 9: Balancing the Needs of All Students in an Inclusive Classroom - Anna Ershler Richert, Lynn M. Cavazos, Tania Madfes and Linda F. Rhone Chapter 10: Implications of Student Cheating for the Teaching Community - Jean McNiff, Aria Razfar, Michael Manley-Casimir, and James McCrackenChapter 11: Challenges Teachers Face When Reentering the Classroom - Patrick M. Jenlink, Margaret Olson, and A.G. Rud Chapter 12: Developing Appropriate Boundaries with a Troubled Student - John Loughran, Ardra L. Cole, Allen T. Pearson and Janine Remillard Chapter 13: School Politics Divide a Community - Michael Dale, Elizabeth Jordan, Fred MacDonald, Ron McNamaraContributor BiographiesBibliographyIndex