’The cases in this book identify major tension points which educators face. The reflective case commentaries, from numerous and varied experts in the field, provide real-life experiences for teacher candidates that they will doubtless encounter in their professional journeys.
Cases for Teacher Development: Preparing for the Classroom
is a wonderful supplement for any introductory course in an education program.’
—Carol Wareing,
Merrimack College
‘The greatest strength of the book is inclusion of realistic voices from the field—the cases are written by real teachers who have encountered actual issues in their daily practices. These cases would be a valuable addition to my course.’
—Andrew C. Kemp, University of Louisville
‘This is a very well-written book that could be useful in a variety of settings. The cases presented will work in a number of situations and be appropriate for a number of different classes, such as preservice, student teaching, leadership, mentoring, etc. The timely topics presented make this a distinctive contribution to the literature.’
—Allan Cook, University of Illinois, Springfield
‘The strength of the case study approach is allowing students to encounter dilemmas in teaching prior to entering the field. This would be a great book for use with a class of undergraduates.’
—Delores D. Liston, Georgia Southern University
‘I really enjoyed reading Cases for Teacher Development: Preparing for the Classroom. The book is distinctive and superior in that the cases depict situations most teachers encounter.’
—Georgianna Short, Ohio State University
With the recent and increasing attention to accountability and standards, teacher preparation programs are more than ever in need of tools that vicariously acquaint future teachers with the difficult situations they will face. Cases for Teacher Development: Preparing for the Classroom is the perfect catalyst for this sort of teacher development. The cases encourage students to immerse themselves in classroom situations before they begin their practice, helping them link theory and experience. All of the cases present relevant situations that replicate the complicated, multitasked, and interrelated realms of the teacher.
Key Features
• Represents a variety of teacher stages, from preservice to retirement
• Addresses many interrelated and complicated issues in teaching, moving between students, curriculum, and subject knowledge
• Includes questions that focus directly on the case at hand, as well as case commentaries from renowned experts that broaden the work′s scope and suggest new ways to think, act, and improve performance in the classroom
• Provides diverse pedagogical sections that clearly involve the reader in issues pertinent to the classroom
After careful consideration and discussion of the cases and case commentaries, beginning teachers will be better equipped to recognize classroom incidents and student behaviors, along with their likely ramifications. Any introduction to teaching course will benefit from Cases for Teacher Development, and both beginning and experienced teachers will find this an essential reference for reflection and refinement of classroom skills.
قائمة المحتويات
Acknowledgements
Introduction: Using Cases to Understand What it Means to be a Teacher – Patricia F. Goldblatt and Deirdre Smith
Chapter 1: Dealing with Religious Intolerance – Lyn Miller-Lachmann, Judith Lessow-Hurley, Poonam C. Dev, Harold Brathwaite
Chapter 2: Is the Teacher′s Gender an Issue in a Kindergarten Classroom? – Ellen Moir, Barbara B. Levin, Jerry Rosiek & Becky M. Atkinson, Kristopher Wells, Paul Axelrod
Chapter 3: Working with a Disruptive Child and His Family – Peter Mc Laren & Nathalia Jamarillo, Deborah J. Trumbull, David E. Wilson & Joy S. Ritchie, David Booth, Janna Dresden
Chapter 4: Negotiating Different Styles When Two Teachers Share a Class – Rita Silverman, Cheryl J. Craig, Ron Wideman Rita Silverman, Cheryl J. Craig, Ron Wideman
Chapter 5: Managing Conflict When Working with Educational Partners – Becky Wai-Ling Packard, Nancy L. Hutchinson and Anne Jordan
Chapter 6: A Student Teacher Faces the Challenges of the Classroom – Tom Russell, William J. Hunter, Janet L. Miller and D. Jean Clandinin
Chapter 7: Engaging in Action Research in the Classroom – Robert E. Stake, Stefinee Pinnegar, Andrea K. Whittaker
Chapter 8: Evaluating a Teacher′s Classroom Management Strategy – Elizabeth Campbell, Iain Munro, Frances Squire and Jay Martin
Chapter 9: Balancing the Needs of All Students in an Inclusive Classroom – Anna Ershler Richert, Lynn M. Cavazos, Tania Madfes and Linda F. Rhone
Chapter 10: Implications of Student Cheating for the Teaching Community – Jean Mc Niff, Aria Razfar, Michael Manley-Casimir, and James Mc Cracken
Chapter 11: Challenges Teachers Face When Reentering the Classroom – Patrick M. Jenlink, Margaret Olson, and A.G. Rud
Chapter 12: Developing Appropriate Boundaries with a Troubled Student – John Loughran, Ardra L. Cole, Allen T. Pearson and Janine Remillard
Chapter 13: School Politics Divide a Community – Michael Dale, Elizabeth Jordan, Fred Mac Donald, Ron Mc Namara
Contributor Biographies
Bibliography
Index
عن المؤلف
Deirdre Smith (M.Ed. Brock University [teaching and learning] B.Ed and BA, York University, and B.Ed OISE/University of Toronto) is Manager, Standards of Practice and Education at the Ontario College of Teachers. In this capacity she leads a team of program officers who conduct research, development and implementation activities that support strategic planning and a provincial framework that maintains standards of practice and promotes continuing competence among members of the College. Smith has established and continues to coordinate the College research program including pre-service, in-service, action research, educational leadership, mentorship and induction, and career-long professional learning in Ontario. Actively involved with policy development she has coordinated the revision of over two hundred curriculum policy documents for in-service teacher education. In a project management role she has conceptualized, planned, coordinated and monitored multiple and concurrent research, policy development and public relation projects. Smith is a former school principal and Special Educational consultant with extensive experience as a Teacher Behavior consultant, Youth Counselor, Pre-Service Teacher Educator and an In-Service Teacher Educator.
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