Those Who Can, Teach,
15th Edition

Preface.
So Let's Get Started.
Part I: SCHOOL AND STUDENTS.
1. Why Teach?
2. What Is a School and What Is It For?
3. Who Are Today's Students in a Diverse Society?
4. What Social Problems Affect Today's Students?
5. What Is Taught?
Part II: TEACHERS.
6. What Makes a Teacher Effective?
7. What Should Teachers Know about Technology and Its Impact on Schools?
8. What Are the Ethical and Legal Issues Facing Teachers?
Part III: FOUNDATIONS AND THE FUTURE.
9. What Are the Philosophical Foundations of American Education?
10. What Is the History of America's Struggle for Educational Opportunity?
11. How Are Schools Governed, Influenced, and Financed?
12. How Should Education Be Reformed?
Part IV: THE TEACHING PROFESSION.
13. What Are Your Job Options in Education?
14. What Can the New Teacher Expect?
15. What Does It Mean to Be a Professional?
Before You Close the Book.
Appendix.
Endnotes.
Glossary.
Index.

• Kevin Ryan

  Kevin Ryan, Ph.D. (Stanford University), is professor emeritus of education at Boston University School of Education. He is also the founding director of the Center for Character and Social Responsibility. A former high school English teacher, Dr. Ryan was a tenured faculty member at the University of Chicago and The Ohio State University before moving to Boston University. In 1970, Dr. Ryan was granted an Alfred North Whitehead Fellowship at Harvard University. Since then he has received the Boston University Scholar-Teacher Award, the National Award of Distinction by the University of Pennsylvania Graduate School of Education and the Paideia Society's Award for Educational Excellence. Dr. Ryan has written and edited 22 books and more than 100 articles on teacher and character education. He is also co-author of TEACHING FOR STUDENT LEARNING: BECOMING A MASTER TEACHER and the editor of KALEIDOSCOPE: CONTEMPORARY AND CLASSIC READINGS IN EDUCATION.

• James M. Cooper

  James M. Cooper is professor emeritus with the Curry School of Education at the University of Virginia, where he served as Commonwealth Professor of Education (1984-2004) and dean (1984-1994). While dean of the Curry School of Education, Dr. Cooper led the initiative to restructure the teacher education program, moving to an innovative five-year program that integrates the study of arts and sciences, professional education and field experiences. In addition to his teaching experience, Dr. Cooper has authored, co-authored or edited more than 60 book chapters, journal articles, monographs and books, including TEACHING FOR STUDENT LEARNING: BECOMING A MASTER TEACHER and KALEIDOSCOPE: CONTEMPORARY AND CLASSIC READINGS IN EDUCATION. He also co-authored and served as editor for CLASSROOM TEACHING SKILLS. In addition, Dr. Cooper is a series editor of the Educator's Guide Series (Cengage). His books and articles address teacher education, supervision of teachers, case studies in teacher education and technology and teacher education. Dr. Cooper has also received many honors, including a Fulbright-Hays Award for Lecturing in Portugal and recognition as one of the nation's Distinguished Teacher Educators from the Association of Teacher Educators.

• Cheryl Mason Bolick

  Cheryl Mason Bolick, Ph.D. North Carolina State University, is Associate Professor and Area Chair of Culture, Curriculum and Teacher Education in the School of Education at University of North Carolina at Chapel Hill. She was previously a faculty member at the Curry School of Education at the University of Virginia. Dr. Bolick has been an Academic Leadership Fellow at the University of North Carolina at Chapel Hill and was a Sallie Mae National First Year Classroom Teacher after her first year of teaching. Her scholarly contributions primarily address areas of teacher education, social studies, education, and instructional technology. Her most recent work bridges the fields of experiential education, teacher education, and social studies education. Dr. Bolick has authored or co-authored over 20 books or book chapters and 45 peer-reviewed journal articles.

• Cory Callahan

  Cory Callahan, Ph.D. (Auburn University), is an associate professor in the College of Education at the University of Alabama. Dr. Callahan taught secondary students for 14 years, practicing the craft of social studies instruction the way he promoted it in presentations, workshops and scholarly writing. He earned his doctorate and became a teacher educator to advance a research program that includes educative curriculum materials, problem-based historical inquiry, aesthetic texts and international education. Dr. Callahan has encouraged a more dynamic relationship between research and practice through opportunities afforded him by a National Technology Leadership Initiative Fellows Award, a Jacobs Educator Award, a Gilder Lehrman’s Alabama History Teacher of the Year Award and a Literati Award from Emerald Publishing. He is also a Japan Fulbright Memorial Fund Fellow, and he recently completed a Fulbright Specialist project with the University of Prishtinë in Kosovo.

• NEW COVERAGE DETAILS HOW TODAY'S TEACHERS CAN BEST USE TECHNOLOGY. Because today's students learn so much through technology, this edition integrates new information about effectively using technology throughout the book. This edition's full chapter on the impact of technology in education (Ch. 7) is now completely rewritten to reflect many of the new technological practices resulting from the COVID-19 school shutdowns in 2020. This chapter addresses how to use technology to enhance learning for all students, including those with disabilities.

• NEW "UP CLOSE" FEATURE OFFERS A CANDID LOOK AT THE POSITIVES AND NEGATIVES OF TEACHING. This forthright new feature takes a careful look at teaching today as it portrays the realities -- both the good and bad -- of this influential career choice. The feature supports all information with the latest relevant research.

• LEARNING OBJECTIVES FOCUS STUDENT ATTENTION ON KEY INFORMATION. This edition's carefully crafted learning objectives correlate to the main sections in each chapter. These helpful learning objectives direct student attention to the information that is most important to understand and process. After completing the chapter, learning objectives guide students in applying their new knowledge and skills.

• CONVENIENT DIGITAL DOWNLOADS OFFER ADDITIONAL TEACHING TOOLS. Students can easily download -- and often customize -- practical, professional resources from the student companion website in order to implement and apply this edition's content in actual teaching. Students can retain these resources to begin building or add to their own personal libraries of professional teaching resources. A TeachSource Digital Download label identifies additional downloadable content throughout the book.

• THE BOOK EMPHASIZES AN OVERARCHING THEME: "WHY TEACH?" The theme "Why Teach?" draws readers into the content as it is posed in Chapter 1. This theme is reinforced in "A Final Word" sections at the end of each chapter, encouraging students to remain focused on this intriguing and motivating question throughout the text.

• SIGNIFICANT CONTENT OFFERS A BALANCED PRESENTATION OF KEY TOPICS. This edition carefully reviews accountability issues, such as standards, high-stakes testing and reform. The latest coverage also addresses emerging topics and developing areas of discussion, including technology in teaching, cheating, changing demographics and today’s students, bullying, sexual harassment and homophobia, diversity vouchers and recent legal issues.

• TWO "BOOKEND" SECTIONS ENCOURAGE STUDENTS TO CRITICALLY CONSIDER KEY CONTENT AND THE APPLICATION TO THEIR CAREERS. These key sections that begin and end this edition -- "Let's Get Started" and "Before You Close This Book" -- offer important reflection questions to guide students in this important career decision before and after they read the text.

• "FROM PRE-SERVICE TO PRACTICE" CASE STUDIES EMPHASIZE THE REALITIES OF TEACHING WITH REAL EXPERIENCES. Students gain candid insights, both positive and negative, into the challenges and rewards of teaching today as these current case studies present real instructional situations.

• POWERFUL TEACHSOURCE VIDEOS DEMONSTRATE KEY PRINCIPLES AT WORK IN ACTUAL CLASSROOMS. These videos, introduced in the text and viewable online, feature footage from today's classroom to help students relate key chapter content to real teaching scenarios. Corresponding critical-thinking questions guide students in discussing and carefully considering each situation, either in-class or online.

• CURRENT COVERAGE REFLECTS THE LATEST INTASC STANDARDS. Each chapter opens with a list of the Interstate Teacher Assessment and Support Consortium (InTASC) standards and includes callouts to help students identify where this key information is addressed within the chapter. These callouts and a standards correlation chart help students connect what they are learning in this edition to today's model core, professional teaching standards.

• Coverage of InTASC standards includes a chapter-opening list of standards to help students identify where key standards are addressed in the chapter. These callouts and a standards correlation chart help students make connections between what they are learning in the textbook and the standards.

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

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