Donald R. Cruickshank,
Ohio State University, Columbus Deborah Bainer Jenkins,
State University of West Georgia Kim K. Metcalf,
Monroe County Community Schools
ISBN: 0072982071 Copyright year: 2006
Feature Summary
Continued excellent focus on reflective teaching practices in the text's content and pedagogy. 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.
Content is derived from work done at Educational Testing Service (ETS) and the National Board for Professional Teaching Standards. The text's goal is to determine what competent teachers, both beginning and experienced, should know and be able to do.
Unique in Its Features. The text contains many features competitor texts do not.
Emphasis throughout is on reflection, utilizing "reflective questions" in page margins that ask readers to consider the personal meaning and application of what they are learning, "Issues and Problems for Discussion" at chapter endings that require readers to consider how they feel or what they believe about information that has been presented, "Theory into Practice Activities" at chapter endings that engage them in introspective tasks, and Reflective Teaching exercises in the Practice Teaching Manual.
"Spotlight on Research" boxes contain the latest findings on important topics such as class size, multicultural teaching, instructional objectives, instructional variation, effective teacher presentations, effective discussions, cooperative learning, discovery learning, and use of praise.
"Highlight" boxes contain suggestions for best practices such as how parents can help children succeed in school, how to recognize abused children, how to motivate at-risk learners, what makes a good individualized education program, how to recognize and promote use of multiple intelligences, how to teach to a variety of learner abilities, how technology is used in the classroom, how to resolve differences with parents, and how to manage special needs students.
"Cases" illustrate such things as an at-risk student, a mainstreamed student, a child with ADHD, individualization of instruction, cooperative learning, concept learning, and DISTAR.
"Lesson plan" boxes illustrate each of the eight instructional alternatives contained in Chapters 7 and 8.
Cross reference of the book's content to the INTASC Standards-based Praxis IITM Exam topics on inside cover are Instructor Friendly.
The Instructor's Manual contains rationales for each chapter, chapter objectives, very detailed chapter outlines, key concepts, additional learning activities, and additional resources including available and related films and videos, and transparency masters.
The Test Bank contains multiple choice, definitional, and essay/short answer questions. Many features of the book provide opportunity to engage students in meaningful learning.
To obtain an instructor login for this Online Learning Center, ask your local sales representative.
If you're an instructor thinking about adopting this textbook, request a free copy for review.
2006 McGraw-Hill Higher Education