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A collection of short stories, thematically related in that they all have to do with Teachers. Not all classroom stories, they do concern grownups on the edge of something risky, often a bit mad, sometimes mighty mad. While some stories are "light," others are "dark," yet there is a good deal of whimsey involved.
A bestselling book for higher education teachers and adminstrators interested in assuring effective teaching.
In an era in which the teaching enterprise is freighted with tactics, techniques, and methods, M. Robert Gardner guides us back to the spirit of teaching. He writes especially about the dilemmas and challenges of teaching, about how it feels to be trying to teach. Gardner's provocative, often iconoclastic musings will goad teachers of all subjects to reflect anew on their calling. Clinical readers will take special pleasure in the humane psychoanalytic sensibility that not only infuses Gardner's own teaching, but shapes his approach to the most basic questions about teaching and learning in general.
Warning! 'But whoso shall offend one of these little ones which believe in me, it were better for him that a millstone were hanged about his neck, and that he were drowned in the depth of the sea.' Matthew 8:6 (KJV) Take heed, all of you unbelieving miscreants in the public school system bent on programming kids for the deceitful New World Order. That warning is from the King of kings! School Daze is written with a satirical bite and is tempered with comic relief. Its author, Lucia Jones, a teacher in the public school system, gives an up-close and personal look at the biggest issues plaguing the System today. Among these issues are school zoning that forces students to move schools (and sometimes neighborhoods) often, a lax teaching curriculum, incompetent school officials, sex education (starting in kindergarten), ditching the basics and the 3 Rs for cuddly, feely programs loaded with political correctness and the two faces of multiculturalism. Christian values no longer play a role in public schools. Some public schools have taken God out of the Pledge of Allegiance and have even gone so far as pledging allegiance to the Earth. Prayer is not allowed, and the Ten Commandments are no longer displayed. Christmas parties are now winter holiday parties. Even the treats for these parties are at the mercy of the System—no more candy and ice cream, but tofu smoothies and yogurt cups. Lucia Jones is a devout Christian, mother of four, grandmother of eleven, and a veteran elementary school teacher in the public school system of twenty-five-plus years. She has spent eighteen of those years teaching at a small public elementary school on an Indian reservation. Lucia lives in Northern Nevada with her husband, Tom.
Compilations of research on teacher preparation often include no more than a cursory mention of the specific roles and needs of special education teachers. Although the work that special education teachers perform does indeed differ from the work of classroom teachers, teacher preparation in the two fields has much in common. The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation. Opening chapters ground the collection in political and economic context, while subsequent sections delve deeply into issues related to the current state of our special education workforce and offer insights into how to best prepare and sustain that workforce. Ultimately, by illuminating the particularities of special education teacher preparation, this landmark handbook addresses the state of current research in the field and sets an agenda for future scholarship.
Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change.
This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts. In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections: An overview of current practices in teachers’ use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner’s zone theory). A set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues. Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements