This edited volume provides novice teachers with a practical guide to help them transition from teacher education students to independent, reflective and autonomous classroom teachers.
This edited volume provides novice teachers with a practical guide to help them transition from teacher education students to independent, reflective and autonomous classroom teachers.
David Schwarzer is a Full Professor in the Department of Secondary and Special Education at Montclair State University.. His areas of expertise are multilingual education, translingualism, and international perspectives in teacher education. Jaime Grinberg is Full Professor and Chairperson of the Department of Educational Foundations at Montclair State University. His research and writings have focused on educational progressivism; teacher preparation; as well as historical, political and cultural studies in education.
Inhaltsangabe
Acknowledgments Introduction David Schwarzer and Jaime Grinberg Section I - Getting to Know Your Students, Families, and Communities Chapter 1: Connecting Students' Cultural Expressions to the Curriculum Danne Davis Chapter 2: It Takes a Village: Families, Contexts, and Diversity Katia Goldfarb, Jaime Grinberg, and Sejal Rana Chapter 3: Shifting the Locus of Control: Five Strategies for Creating a 21st Century Student Centered Classroom Mayida Zaal & Maheen Ahmad Chapter 4: Keys to Accessible Instruction for Students with Disabilities Jennifer Goeke, Pohun Chen, and Niobel Torres Chapter 5: Planning Instructions for English Learners: Strategies Teachers Need to Know Mayra C. Daniel Section II - Curriculum Development Chapter 6: Engaging Students through Interdisciplinary Lessons and Units Sandra Rodriguez-Arroyo and Melanie Bloom Chapter 7: Shaping Effective Learning Through Student Engagement Susan Wray Chapter 8: Developing Academic Literacy: What Novice Teachers Can Learn from the Case of Teaching Latino/Bilingual Learners Science and Mathematics Sandra Musanti and Sandra Mercuri Chapter 9: Using Traditional Assessments to Effectively Inform Your Teaching Nicole Barnes and Charity Dacey Chapter 10: Authentic Performance Assessments Charity Dacey and Nicole Barnes Chapter 11: Making "IT" Meaningful: Intentional Technology Integration through TPACK Christopher Luke Section III - Pedagogical Decisions Chapter 12: No One Gets Left Behind: Grouping Students with Intention, Skill, and Responsiveness David Keiser and Anne Lockwood Chapter 13: Developing, Implementing, and Assessing Problem Based Learning Stephanie Curtis, Joseph DiGiacomo, and Vincent Walencik Chapter 14: Creating a Dialogical Learning Community to Promote Dialogical Teaching and Learning Jaime Grinberg, David Schwarzer, and Michael Molino Chapter 15: Fostering a Scientific Approach to Teaching and Learning: Deductive and Inductive Teaching Helenrose Fives and Melissa Susnosky Chapter 16: Collaboration in the Inclusive Classroom Jennifer Goeke, Pohun Chen, and Niobel Torres Section IV - Putting it All Together Chapter 17: "Where do I start?" - Guiding Novice Teachers to Improve Their Practice Through Self-Reflection and Action Research Mary Petron and Barburhan Uzum Afterword: Using the Master Checklist in a Masterful Way David Schwarzer About the Editors About the Contributors
Acknowledgments Introduction David Schwarzer and Jaime Grinberg Section I - Getting to Know Your Students, Families, and Communities Chapter 1: Connecting Students' Cultural Expressions to the Curriculum Danne Davis Chapter 2: It Takes a Village: Families, Contexts, and Diversity Katia Goldfarb, Jaime Grinberg, and Sejal Rana Chapter 3: Shifting the Locus of Control: Five Strategies for Creating a 21st Century Student Centered Classroom Mayida Zaal & Maheen Ahmad Chapter 4: Keys to Accessible Instruction for Students with Disabilities Jennifer Goeke, Pohun Chen, and Niobel Torres Chapter 5: Planning Instructions for English Learners: Strategies Teachers Need to Know Mayra C. Daniel Section II - Curriculum Development Chapter 6: Engaging Students through Interdisciplinary Lessons and Units Sandra Rodriguez-Arroyo and Melanie Bloom Chapter 7: Shaping Effective Learning Through Student Engagement Susan Wray Chapter 8: Developing Academic Literacy: What Novice Teachers Can Learn from the Case of Teaching Latino/Bilingual Learners Science and Mathematics Sandra Musanti and Sandra Mercuri Chapter 9: Using Traditional Assessments to Effectively Inform Your Teaching Nicole Barnes and Charity Dacey Chapter 10: Authentic Performance Assessments Charity Dacey and Nicole Barnes Chapter 11: Making "IT" Meaningful: Intentional Technology Integration through TPACK Christopher Luke Section III - Pedagogical Decisions Chapter 12: No One Gets Left Behind: Grouping Students with Intention, Skill, and Responsiveness David Keiser and Anne Lockwood Chapter 13: Developing, Implementing, and Assessing Problem Based Learning Stephanie Curtis, Joseph DiGiacomo, and Vincent Walencik Chapter 14: Creating a Dialogical Learning Community to Promote Dialogical Teaching and Learning Jaime Grinberg, David Schwarzer, and Michael Molino Chapter 15: Fostering a Scientific Approach to Teaching and Learning: Deductive and Inductive Teaching Helenrose Fives and Melissa Susnosky Chapter 16: Collaboration in the Inclusive Classroom Jennifer Goeke, Pohun Chen, and Niobel Torres Section IV - Putting it All Together Chapter 17: "Where do I start?" - Guiding Novice Teachers to Improve Their Practice Through Self-Reflection and Action Research Mary Petron and Barburhan Uzum Afterword: Using the Master Checklist in a Masterful Way David Schwarzer About the Editors About the Contributors
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