Book Description
Written for educators, administrators, policy makers, and anyone else concerned with the future of higher education, Rethinking Faculty Work shows how changes in higher education are transforming the careers of faculty and provides a model that makes it possible for all faculty to be in a position to do their best. This important resource offers a vision of academic workplaces that will attract superb faculty committed to fulfilling the missions of the universities and colleges where they work.
Book Description
Teachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching. This new edition builds upon the success of the first and contains major updates to the information on learning technologies and includes the implications of using technology for the university context - both campus and electronic - which suggests a new approach to managing learning at the institutional level.
Customer Reviews:
A sound and usable theory.......2004-11-04
My students thought this book a bit 'dry.' Perhaps it is because the author and context are British. However, while I have read many books on teaching with or without technology, I have never read a book quite like this one. Logically and eloquently it built from assumptions about the nature of academic knowledge/learning to a model of teaching to support those assumptions to a framework for the use of technology to support the model of teaching. An all round gem of a book!
Product Description
Teaching is a lifelong challenge, but the first few years in the classroom are typically among a teacher's hardest. This collection of writings and reflections--some by new teachers, others by veterans with decades of experience to share--offers practical guidance on how to effectively navigate the school system, how to form rewarding professional relationships with colleagues, and how to connect in meaningful ways with students and families from all cultures and backgrounds. This book is ideal for teacher education courses, new teacher induction programs, mentoring programs, and alternative certification programs.
Customer Reviews:
New Teacher Book.......2007-05-13
Interesting, insightful book full of good advice for new teachers. I thought it would be very liberal, very idealistic, but much of it is actually quite solid and interesting.
A great resource for new teachers!.......2007-02-09
I am currently working on my Master's in Teaching and Curriculum and this book was required reading...It has been a wonderful resource and it is very engaging!
Humane, compassionate teaching for the 21st century.......2006-07-25
This book -- and the organization that sponsored it -- is truly forward-thinking in how the authors, all veteran teachers, view teaching, learning, and students. And considering how short it is, it's amazingly comprehensive. It covers many aspects of teaching, especially humane and productive discipline, making classrooms safe places for all learners, justice and inclusivity with regard to gender, race, etc., and many references to other more specialized books and resources for those who want to teach justly, fairly, and compassionately.
As a person who will be teaching high school for the first time this fall, I feel more confident and excited to teach after having read "The New Teacher's Book". (I may have more to say after the first few months of teaching, and putting these ideas into practice.)
Book Description
This text helps teach pre-service teachers the art of inquiry—instilling in students a sense of wonder, curiosity, asking questions, looking for answers, and making sense of the world in different ways. The authors see teaching as an art that supports the learner in multiple ways, using different tools that are responsive to their individual orientation or to their multiple intelligences. The book has a unique structure that focuses on helping future teachers understand the theory and apply it practically. Each chapter begins with a story from the classroom, followed by a list of questions to be considered throughout the chapter“Think About It” boxes ask students to pause and reflect, and each chapter ends with suggestions for “Getting Started” as well as Web resources and suggested readings. Teaching as Inquiry is based on best practice and centers around the philosophies of Reggio Emilia, as well as Dewey, Vygotsky, Piaget, Gardner and others. Curriculum in Early Childhood Education.
Book Description
The Reading Apprenticeship (RA) framework has received national recognition as an effective, research-based instructional approach that supports all students in successfully engaging with and learning from academic texts. First introduced in Reading for Understanding by Ruth Schoenbach et al., the approach is based on a program with a proven record of success in boosting the reading levels of urban high school students. Emphasizing social, personal, cognitive, and knowledge-building tools, the Reading Apprenticeship approach can be useful to teachers in any content area classroom. In Rethinking Preparation for Content Area Teaching, Jane Braunger and her co-authors make the case for incorporating the Reading Apprenticeship instructional model into secondary teacher preparation programs. Arguing that teacher education programs need to foster a broader understanding of adolescent literacy, especially if teachers are to help their students read in discipline-specific ways, the authors show how RA can serve to strengthen content-based instruction, how elements of the model can be embedded in teacher preparation curricula, and what types of course activities enable new teachers to understand and practice this approach.
Finally, a book to help teacher educators who are called upon to teach the course Reading in the Content Areas. In reading this book, I felt I had struck the proverbial goldmine: terrific course projects that will model for pre-service and in-service teachers precisely the kinds of metacognitive and discipline-based strategies that will be engaging and effective for their future students.
--Linda Miller Cleary, professor of English education, Morse Alumni Professor of Distinguished Teaching, University of Minnesota, Duluth
Finally, a book on content area literacy with a bigger vision concerning what it means for adolescents to read in the disciplines and how teachers can support such reading.
--Stephen B. Kucer, associate professor of language and literacy education, Division of Curriculum and Teaching, Fordham University-Lincoln Center
Braunger and colleagues offer a set of practices for engaging preservice teachers in learning how to use literacy in content teaching. Their approach is a vast improvement over former models of content-area literacy teacher education. The book is thick with resources, strategies, and reflective practices, and I look forward to using it as a resource for my own teacher education and professional development practices in large urban middle schools and high schools.
--Elizabeth Birr Moje, Arthur F. Thurnau Professor Educational Studies, University of Michigan
Unique in content area texts, the instructional strategies depicted in this work are grounded in a coherent theoretical frame and presented in real-life classroom complexities. I see many ways of using and adapting the assignments and classroom practices in my own preservice and graduate courses.
--Jayne DeLawter, professor of reading and language education, Sonoma State University
It is refreshing to read a book geared for teaching preservice and practicing teachers that respects the knowledge they bring to the classroom and builds upon their abilities to take critical and inquiring stances on content area literacy.
--Robert Anthony Fecho, associate professor of teacher education, University of Georgia
Book Description
Here is a compelling and controversial text which asserts that Deaf students should be treated no differently than non Deaf students. The author, a veteran and practicing teacher, rejects the predominant view of Deaf students as special learners in need of language remediation and repair. Instead, she maintains that for Deaf students as well as their hearing counterparts, the primary educational goal is the making and sharing of understandings in various subjects. Furthermore, she views this as a process that occurs naturally, concomitantly, and reciprocally with the acquisition of language--regardless of one's hearing ability.
Livingston's assertion clashes with conventional Deaf education, which presumes that the wider learning begins after students master a sign system that codifies and reconstructs English. With a cumbersome, orderly, piecemeal, and unnatural approach, this traditional view frequently forces teachers to water down curriculums in an attempt to make English more readily acquired. As a result, Deaf students are deprived of rich and challenging content.
Rethinking the Education of Deaf Students offers an alternative and demonstrates how American Sign Language (ASL) and English can coexist in the same classroom, embedded in the content of what is being taught. Through clear theoretical explanations, field-tested teaching strategies, authentic examples of students' work, lesson plans, and sections on assessment, Livingston suggests ways to help students become educated language users. Her ideas hold enormous implications for those who teach Deaf students, develop school budgets, design programs, and train future teachers. More important, they may hold the key that unlocks the potential of Deaf students of all ages to become voracious readers and accomplished writers.
Customer Reviews:
No more pablum.......2006-05-30
In the profession of Deaf Education, it is time for the old framework to give way to something new. Sue Livingston has used her experience as a classroom teacher and combined it with her passion for innovative ways to teach language to Deaf students and has written the book "Rethinking the Education of Deaf Students."
Ms. Livingston gives practical tips for ensuring that teachers are able to communicate with their students. She encourages teachers to develop their interpreting skills--to become artists in their signing instead of just practitioners. She provides examples of different strategies supported by research. She also emphasizes the importance of deaf educators being trained on language acquisition of deaf and hard of hearing students and how to facilitate this language into other subjects.
All students, including deaf and hard of hearing, have the ability and desire to see and question things. Unfortunately when family members and teachers do not have fluent language, the child cannot attach meaning or expand meaning to experiences. Therefore, instead of grammar drills, students need to be involved in the process and ideas for writing from the beginning.
"Just as language and thought are inextricably linked, so are language and content." This happens by connecting stories to the student's experiences, providing books that are models for writing, using response groups, dialogue journals and readers theatre. When students are actively engaged in their learning, language is acquired. ASL and English should be embedded in the content being taught.
Since the author has walked this path and has been open to new ways of educating students, these theories and strategies are credible. This book should be required reading for teacher preparation programs in deaf education as well as for parents of deaf and hard of hearing students!
A must read for all teachers and parents of Deaf students.......1998-05-18
This book asserts that Deaf students learn mostly like hearing students, going against the "disability" and "remedial" stamps of nearly all teacher preparation programs in Deaf Education. And unlike most books on teaching Deaf students, Rethinking... actually gives specific, real examples of how to put theory into practice. One of the most useful aspects of this book is Livingston's detailed explanation of how to read to Deaf students of all ages in a meaningful and accessible way. She asserts that the main focus of all language activities in the classroom must be meaning-based, with the logistics of language following. Every teacher and parent of the Deaf, despite educational or communication philosophy, needs to read this book. It offers an eclectic, well-tested, tried and true approach to increasing the literacy skills of Deaf students.
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Rethinking Professional Issues in Special Education (Contemporary Studies in Social and Policy Issues in Education)
Manufacturer: Ablex Publishing
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Guiding Change in Special Education: How to Help Schools With New Ideas and Practices
ASIN: 1567506275 |
Book Description
Special educators are facing new challenges at the beginning of the 21st century as public education is being reformed by a vision focusing on measurable student outcomes. The future course of the field will be shaped by the policy and programmatic responses to several issues, including demographic changes in student populations, a lack of certified special education teachers, criticism in the public media for the rising costs of services, and debates about the preferred philosophy of service delivery for students with disabilities. Additional chapters discuss university-school collaboration, charter schools, disability studies, school violence, disproportionality in placement, male African-American teachers, and ethics. This book has been written out of a context of research and program development activities with public schools over the past decade in one of the largest Colleges of Education in a diverse metropolitan area in the country. The issues selected for analysis and the perspective guiding those analyses grew out of this work and out of a national Delphi study of the views of parents and constituent organizations and leading researchers, teacher educators, and policy makers in Special Education.
Customer Reviews:
Excellent Text.......2000-06-28
This is a great book that suggests ways to improve literacy today in schools. It explains the need to change in elementary schools. This book is a wonderful resource for all educators!
Book Description
This book is intended for faculty and faculty developers, as well as for deans, chairs, and directors responsible for promoting teaching and learning in higher education. Intentionally non-technical, it engages readers reflectively with a process for developing teaching and details the planning necessary to apply this process to teaching within disciplines.
The book centers on McGill University’s week-long Course Design and Teaching Workshop that the contributors have offered together for more than ten years. It follows the five day format of the workshop–covering the analysis of course content, conceptions of learning, the selection of appropriate teaching strategies, the evaluation of student learning, and evaluation of teaching–in a way that reflects the spontaneity of the debates it has engendered and the workshop’s evolutionary changes.
The structure shows faculty members conceptualizing new courses or re-examining their teaching of existing courses, and translating the insights gained from the workshop to specific disciplinary content and learning outcomes. In addition four previous participants of the workshop write about its influence on their personal thinking about the practice of teaching.
The final two chapters describe the structure and evolving role of McGill’s Centre for University Teaching and Learning. The authors describe its objectives in fostering an evidence-based teaching culture and providing a practical support structure with limited resources. They highlight achievements in disseminating teaching expertise across their campus, and their vision for the future role of faculty development.
This book provides faculty developers and administrators with valuable non-prescriptive models and challenging ideas that promote faculty development in general and university teaching in particular. It engages faculty members in the process of course design in a way that is learning centered and can lead to deep student learning.
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Rethinking Pastoral Care
Jean Mcniff
Manufacturer: Routledge
ProductGroup: Book
Binding: Paperback
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ASIN: 0415194423 |
Book Description
The issue of pastoral care and how a teacher effectively provides it is currently a topic of great debate in the media. With teachers increasingly bearing the brunt of their pupils' difficult personal lives, they feel under pressure to do the "right thing" and to do it in an informed and professional manner. This book looks at how teachers can attempt to give good quality pastoral care, whether as a form tutor in the first instance or in a managerial role further along in their development.
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Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship
The American Faculty: The Restructuring of Academic Work and Careers
Analyzing Faculty Work and Rewards Using Boyer's Four Domains of Scholarship: New Directions for Institutional Research, No. 129 Spring 2006.
Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference
The Advancement of Learning: Building the Teaching Commons (JB-Carnegie Foundation for the Adavancement of Teaching)
