TEACHING FOR STUDENT LEARNING: BECOMING A MASTER TEACHER, Fourth Edition, offers practical tools, skills and advice that pre-service and in-service teachers can implement immediately. Written by a team of experienced educators and authors, this trusted text promotes ambitious and powerful teaching and high levels of engagement and interaction. Ideal for both current and aspiring educators, this innovative text helps readers achieve their goals by focusing on essential teaching tasks and covering topics such as instruction, assessment and classroom management. The text also aids in teacher preparation by emphasizing get-the-job-done problem-solving skills and focused advice. Modules are presented in an easy-to-read and -reference format, giving readers ready access to the fundamental information and professional insights today's teachers need to succeed. The current edition also features a strong focus on interactivity, with videos embedded directly within the eBook to facilitate multimedia learning.
Preface.
1. Reflective Teaching for Student Learning.
2. Understanding Student Differences.
3. Teaching Every Student in Your Classroom.
4. Responsive Classroom Environments.
5. Planning Instruction.
6. How to Teach.
7. Assessing Student Learning.
8. Understanding School Culture.
9. School Effectiveness: Governance, Funding and Oversight.
10. Educational Law and the Ethics of Teaching.
11. Professionalism in Teaching and The First Year.
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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.
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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.
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Susan Tauer
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 master's degree and doctorate from Boston University.
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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.
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The Fourth Edition includes expanded discussions of important learning theories such as Constructivism and Culturally Sustaining Pedagogy, plus explorations of recent issues of public interest such as Critical Race Theory.
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The authors have added new and updated strategies for planning, implementing and assessing ambitious and powerful teaching using inquiry-based instruction and wise-practice use of technology.
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In addition to new teaching strategies, the Fourth Edition includes numerous new examples of lessons plans and summaries, as well as additional recommendations for establishing and maintaining effective classroom environments.
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To be more interactive and educative, text modules are carefully aligned to InTASC Standards, which appear at the start and end of each module. In addition, end-of-module Standards in Action exercises reference specific standards and explore practical teaching issues that involve those standards.
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Opening scenarios within the the text modules illustrate key issues that will be discussed and referenced throughout the module.
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Preview features provide an overview of important concepts that will be addressed in the module, culminating in a bulleted list of key topics.
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Now You Do It features encourage readers to consolidate knowledge and reflect on key topics by responding to thought-provoking questions or suggestions.
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In Your Classroom boxes provide practical ideas and relevant tips readers can apply in real-world classroom settings.
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Let's Sum Up features summarize the key concepts covered in a module and provide some relevant advice and encouragement.
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Standards in Action end-of-module exercises allow readers to actively apply InTASC Standards to real-world teaching issues.
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