Cargando…
Teaching with purpose : an inquiry into the who, why, and how we teach /
For five days a week for approximately nine months out of the year totaling countless hours, teachers work with other people's most treasured gifts-their children. That the teacher is the most important element in fostering an energetic, engaging, and inspiring classroom environment where authe...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Lanham, Maryland :
Rowman & Littlefield,
2016.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Preface; Acknowledgments; Introduction; Section I: From the Inside Out; Chapter One: An Earned Privilege; Chapter Two: Establishing a Personal Philosophy of Education; Chapter Three: The Decisive Relevance of Disposition; Chapter Four: Six Dispositions of Significance; Chapter Five: Reflective Thinking-Thoughtful Action; Section II: Entering into Relationships; Chapter Six: Hardwired to Be in Relationships; Chapter Seven: Fostering the Teacher-Student Relationship; Chapter Eight: Cultivating Dialogue; Chapter Nine: The Flow of Integrity; Chapter Ten: Other Relationships
- Chapter Eleven: To Be in Relationships Is toCelebrate DiversitySection III: The Goal Is to Inspire(An Artistic Endeavor); Chapter Twelve: The Character of Inspiration; Chapter Thirteen: Inspiration and the Autobiographical Nature of Teaching; Chapter Fourteen: Inspiration Leads to an Artistic Act; Section IV: The Glue That Is Educational Psychology; Chapter Fifteen: The Critical Relevance of Theory; Chapter Sixteen: Paving the Way Toward Child/Developmental Psychology; Chapter Seventeen: An Overview of Behaviorism, Cognitivism, and Humanism; Section V: Five Components of Knowledge
- Chapter Eighteen: Knowledge of Pedagogy and Knowledge of Classroom ManagementChapter Nineteen: Knowledge of Learning, Knowledge of Students, and Knowledge of Subject Matter; Section VI: Assessment Is to "Sit With"; Chapter Twenty: Two Different Processes; Chapter Twenty-one: The Emergence of a Testing Movement; Chapter Twenty-two: Moving into an Era of High-Stakes Testing; Chapter Twenty-three: Four Harmful Effects of High-Stakes Testing; Chapter Twenty-four: Emphasizing Formativeand Portfolio Assessments; Section VII: Teacher as Leader: Hierarchy, Poverty, and the Village
- Chapter Twenty-five: Teacher as LeaderChapter Twenty-six: Teacher Leadership and the Greatest Challenge: Poverty; Chapter Twenty-seven: It Takes a Village; Appendix A; Appendix B; Appendix C; References; Index; About the Author