Learning to Teach - Softcover

Softcover

ISBN 10: 0072321644 ISBN 13: 9780072321647

Synopsis

This best-selling text provides comprehensive coverage of general teaching methods and models. The most balanced text in its field, it covers all major teaching models plus the executive skills of teaching, namely, planning, classroom management, assessment, motivation, and use/management of time and space. Each chapter opens with a discussion of the research base plus how to do action research in the classroom.

About this title

From the Publisher

FREE STUDENT MANUAL: Each copy of the fifth edition comes with a free student workbook, Learning Aids for Planning, Observation, and Portfolio, which includes over 100 pages of structured observation, interview, and reflection guides, along with portfolio exercises.
FREE STUDENT CD: Each copy of the fifth edition comes with a free Student CD-ROM called Making the Grade. The free CD includes a learning styles assessment, an Internet primer, a Guide to Electronic Research, a study skills primer, a link to the Learning to Teach Online Learning Center Web site, and 15-25 test questions per chapter with feedback.
ENHANCED DESIGN: The fifth edition is much friendlier and student-oriented with a new, inviting, open, one-column design.
REFLECTIVE: A new, engaging chapter opening feature, Reflections On', prompts the student to think about their own experiences related to the chapter material to follow.
EXPERT: Comprehensive and balanced, the text expertly covers all major teaching models.
ADDED FEATURES: New features include Tailoring Teaching for Diversity boxes which describe how to adapt instruction for students with special needs and Spotlight on Technology boxes which highlight how technology can be used to enhance the chapter's topic. New Check for Understanding sections at the end of each chapter section provide brief reviews of content for the student. New notes in the text margin throughout the chapters help students focus on the most important material.
CASES: Each chapter-ending Reflection and Portfolio section includes a brief case that asks the student to reflect on it based on the chapter's content. In-service teacher reflections on the case are provided as well.
UPDATED: Each chapter has been updated with 50 to 100 new references.
INCLUSION & MULTICULTURALISM: Much more care has been taken with Chapter 4, now called 'The Inclusive and Multicultural Classroom.' Much more and newer content has been included in this chapter.
CHAPTER CHANGES: Former Chapters 14 and 15 have been combined into new Chapter 13, now called 'School Leadership and Collaboration' in response to user feedback. Former Chapter 13 on Learning Strategies was shortened and moved to the Resource Handbook at the end of the text.
KNOWLEDGE BASE: Theoretical and Empirical Support sections in each chapter provide a broad sampling of the knowledge base that underlies and supports the recommended teaching practices found in the latter part of each chapter. Students are shown why a recommended procedure or principle works the way it does, not just how to execute it effectively. Learning to Teach remains the most research-based text in the field.
RESCOURCE HANDBOOK: The easily referenced 30-page Resource Handbook at the end of the book provides detailed information on (1) Reading and Using Research, (2) Action Research for Classroom Teachers, and (3) Learning and Study Strategies.
COMPING GUIDELINE: Well-respected text and author, a 'known quantity' class act that most general methods professors will be interested in.
BOOK'S POSITION: Comprehensive, research-based best-seller; first-class coverage of all major teaching models plus planning, classroom management, assessment, motivation, and use/management of time and space.

About the Author

Richard I. Arends is currently Professor of Educational Leadership at Connecticut State University where he also served as dean of the School of Education for nine years. Prior to his coming to Connecticut, Professor Arends was on the faculty and chair of the department of Curriculum and Instruction at the University of Maryland, College Park. He received his Ph.D. in education from the University of Oregon where he was on the faculty from 1975 to 1984. A former elementary, junior high, and high school teacher, his special interests are teacher education, and organizational development, and school improvement. Professor Arends has authored or contributed to over a dozen books on education including the Second Handbook or Organization Development in Schools, Systems Change Strategies in Education, Classroom Instruction and Management and Exploring Teaching. He has worked widely with schools and universities throughout North America, in Jamaica, and in the Pacific Rim, including Australia, Samoa, Palau, and Saipan. The recipient of numerous awards, he was selected in 1989 as the outstanding teacher educator in the state of Maryland and in 1990 received the Judith Ruskin award for outstanding research in education given by the Association for Supervision and Curriculum Development (ASCD). Between 1995-97 Professor Arends held the William Allen (Boeing) Chair in the School of Education at Seattle University.

Edition details

• Language: English
• ISBN 10: 0072321644
• ISBN 13: 9780072321647
• Binding: Paperback