The Act of Teaching prepares students to be competent beginning teachers and to develop into competent experienced teachers. Research-based, the text emphasizes what teachers need to know about students (how they learn and their diversities); how to plan and provide instruction; how to assess, manage and motivate students; and how, overall, to be an effective teacher. Well-designed pedagogical features prompt students to reflect on what they are learning, highlight current issues and topics, and encourage students to apply what they are learning.
In developing this practical guide to effective teaching, the authors were guided by work done at the educational testing service (ETS) to determine what a competent beginning teacher should know; and work done by the National Board for Professional Teaching Standards to determine what an experienced teacher should know.
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New coverage of constructivism and cognitive learning theory.
New coverage of at-risk, disengaged, and hyperactive children; learning ability differences in children; different levels of self esteem in children; class size; research related to classroom rules; multiple intelligences; how the family influences schooling; discovery learning; reciprocal teaching; and lesson planning; and the use of portfolios and other alternative assessment methods.
Integrated coverage of technology as it applies to
education with references to selected Internet sites containing a variety of lesson plans.
The book is regularly praised as being user-friendly, clearly written, and "attractive" through the use of cases, reserach boxes, and cartoons that are directly related to points made in the text.
A revision of a best-selling text on the teaching profession and classroom strategies; combines research findings and fundamental theories and concepts with day-to-day realities faced by teachers, both elementary and secondary, so they can enjoy immediate classroom success.
Details what teachers need to know about entering a classroom and includes knowledge of instructional planning, instructional alternatives, effective teaching, patterns of learning, classroom management, diversity of students, and problem solving.
A variety of clinical, Theory into Practice activities in page margins and at chapter end allow the student to apply the concepts, ideas, and methods in natural and simulated environments. A Practice Teaching Manual at the end of the book permits students to engage in class in reflective teaching, microteaching, and the resolution of classroom problems and cases.
The book contains many learning aides, such as chapter outlines, chapter summaries, and a glossary.
A special package is available for sale of The Act of Teaching, Second Edition, and the Act of Teaching Casebook consisting of thirteen case studies in Education (seven elementary and six secondary school) from the McGraw-Hill Primis Case Studies in Education Database.
Donald Cruickshank received his degrees from the State University College at Buffalo, NY, and University of Rochester. After stints as a teacher, coach, supervisor, and principal in the Rochester schools, as he began a college teaching and administrative career that took him to SUNY Brockport, the University of Tennessee, Wheelock College, and The Ohio State University. The author of over 100 chapters, articles, and encyclopedia entries, this is his eighth book. He is best known for his pioneering efforts in developing simulations and reflective teaching.
Deborah Bainer is associate professor of education at The Ohio State University, Mansfield campus, where she coordinates the teacher preparation programs. She received her B.S. in biology from Geneva College and her M.S. in environmental education and Ph.D. in Teacher Education from The Ohio State University. She taught middle school and high school science in the U.S. and in Asia, and formerly chaired the education department at Biola University. Currently her teaching responsibilities involve general pedagogy, supervision, and science and social studies methods. Dr. Bainer has authored numerous articles and book chapters reflecting her research in teacher professional development through partnerships, teacher reflectivity, and effective multicultural instruction.
Kim Metcalf is director of the Teacher Education Laboratory at Indiana University, Bloomington, and associate professor of curriculum and instruction. He was awarded his M.A. and PH.D. in teacher education and educational research and evaluation from The Ohio State University. Dr. Metcalf is a former music teacher who worked with students in grades K to 12, primarily in instrumental music. His major responsibilities now focus on designing, providing, and evaluating preservice teacher education. He is coauthor of the chapter "Training within Teacher Preparation" in the Handbook of Research on the Teacher Education, and is contributor to the International Encyclopedia of Education.
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