The Wiley handbook of teaching and learning / edited by Gene E. Hall, Linda F. Quinn, Donna M. Gollnick.

Format:

Book

Contributor:

Hall, Gene E., 1941- editor.

Quinn, Linda F., editor.

Gollnick, Donna M., editor.

Series:

Wiley handbooks in education.

Wiley Handbooks in Education

Language:

English

Subjects (All):

Teaching--Handbooks, manuals, etc.

Teaching.

Physical Description:

1 online resource (821 pages).

Edition:

1 edition.

Place of Publication:

Hoboken, NJ : Wiley Blackwell, [2018]

Summary:

Provides a comprehensive reference for scholars, educators, stakeholders, and the general public on matters influencing and directly affecting education in today's schools across the globe This enlightening handbook offers current, international perspectives on the conditions in communities, contemporary practices in schooling, relevant research on teaching and learning, and implications for the future of education. It contains diverse conceptual frameworks for analyzing existing issues in education, including but not limited to characteristics of today's students, assessment of student learning, evaluation of teachers, trends in teacher education programs, technological advances in content delivery, the important role for school leaders, and innovative instructional practices to increase student learning. The Wiley Handbook of Teaching and Learning promotes new, global approaches to studying the process of education, demonstrates the diversity among the constituents of schooling, recognizes the need for and presents a variety of approaches to teaching and learning, and details exemplary practices in education. Divided into four sections focused on general topics-context and schooling; learners and learning; teachers and teaching; and educators as learners and leaders-and with all-new essays that look at what has been, what is, and what could be, this book is destined to inspire thoughtful contemplation from readers about what it means to teach and learn. * Examines teaching, learners, and learning from a contemporary, international perspective, presenting alternative views and approaches * Provides a single reference source for teachers, education leaders, and agency administrators * Summarizes recent research and theory * Offers evidence-based recommendations for practice * Includes essays from established and emerging U.S. and international scholars * Each chapter includes a section encouraging readers to think ahead and imagine what education might be in the future Scholars from around the world provide a range of evidence-based ideas for improving and modifying current educational practices, making The Wiley Handbook of Teaching and Learning an important book for the global education community and those planning on entering into it.

Contents:

Intro

Table of Contents

Introduction

Purpose

About the Authors

Organization of Chapters

Part 1: The Context of Schooling

1 The Complexity of American Teacher Education

1.1 Introduction

1.2 Aggressive Policy Environment

1.3 Deprofessionalization of Teachers

1.4 Changes in Pedagogy

1.5 Demographic Changes

1.6 A Proliferation of Providers

1.7 Conclusion

References

2 School Reform-A Never-Ending Story

2.1 Introduction

2.2 Policy Development: A New Style and Approach

2.3 Policy Development and Policy Actions

2.4 Policy Development and Policy Actions: Some Reflections

2.5 Exploring the Implementation Process

2.6 The Sense-Making Process: Two Illustrations

2.7 Pitfalls and Promising Perspectives: Four Important Conclusions

3 The Culture and Teaching Gap

3.1 Introduction

3.2 What Issues Are Important to Consider in Addressing the Culture and Teaching Gap?

3.3 How Can Teacher Education Programs Help to Close the Culture and Teaching Gap?

3.4 How Should We Restructure Teacher Education Programs?

3.5 Conclusions

4 The Role of the Community in Learning and Development

4.1 Introduction

4.2 Collaboration with Community Institutions

4.3 Collaboration with Community Members and Families

4.4 Challenges to Developing Partnerships with Families and Communities

4.5 What's Next for School, Community, and Family Collaboration

5 Building Capacity in Order to Strengthen Teaching and Learning

5.1 Introduction

5.2 Capacity and Capacity-Building

5.3 Capacity-Building in Teaching and Learning

5.4 Build Learning Capacity to Increase Learning and Achievement

5.5 A Multidimensional Approach to Capacity-Building: The MDA

5.6 Next Steps: Capacity-Building Schools and Districts

References.

6 Implementing and Sustaining Language Curriculum Reform in Singapore Primary Schools

6.1 Introduction

6.2 English Language Education in Singapore

6.3 EL Syllabi in Singapore (1959-2010)

6.4 The STELLAR® Program: A National Literacy Reform

6.5 National Implementation Approach

6.6 Current State of Affairs

6.7 Challenges Facing the Program

6.8 Future Plans

Part 2: Learners and Learning

7 Educational Neuroscience

7.1 Introduction

7.2 Why Neuroscience? The Allure of the Sexy Brain

7.3 Levels-of-Analysis

7.4 Analogies, Not Data

7.5 Do Teachers Need to Know about the Brain?

7.6 Evidence-Based or Evidence Demonstrated: Hypotheses for Practice

7.7 What Do Teachers Need to Know about the Brain?

7.8 The Yellow Belt Problem

7.9 How Do We Get There Responsibly?

8 Turning Toward Students

8.1 Introduction

8.2 Adopting a Student-Centered Stance

8.3 Defining the Challenge: Standards, Standardized Tests, and Curricular Mandates

8.4 Rising to the Challenge: Adopting a Student-Centered Approach

8.5 Imagining the Possibilities

9 Learning Anytime, Anywhere through Technology

9.1 Introduction

9.2 The iMaker Generation

9.3 The iMaker Generation Profile

9.4 The iMaker Generation in the Making

9.5 Moving Beyond Learning with Technology: Learning Anytime, Anywhere through Technology

9.6 Conclusion

10 The Place of Learning in the Systematization and Standardization of Early Childhood Education

10.1 Introduction

10.2 The Systematization and Standardization of Early Childhood Education

10.3 Play, Learning, and the Systematization and Standardization of ECE

10.4 Teacher Learning and the Systematization and Standardization of ECE

10.5 Future Directions

10.6 Conclusion

11 Exceptional Education is Special

11.1 Introduction

11.2 Contributing Factors to Special Education Policies and Practices

11.3 Individuals with Disabilities Education Act

11.4 No Child Left Behind

11.5 Every Student Succeeds Act

11.6 Meeting Rigorous Performance Expectations

11.7 Discussion

11.8 Concluding Thoughts and Recommendations

12 CASE STUDY Nevada's English Language Learner Strategy

12.1 Introduction

12.2 Policy Implementation Research: Translating Policy into Implementation

12.3 Changing Demographics: Implications for Urban Areas and Public Education

12.4 A Contextualized Examination of Nevada

12.5 Implementation of Nevada's ELL Policy: Challenges and Lessons Learned

Part 3: Teachers and Teaching

13 Next Generation Research in Dialogic Learning

13.1 Introduction

13.2 Language and Learning

13.3 Focusing Research on Talk-Based Learning

13.4 Evidence for Improved Learning via Accountable Talk

13.5 Why Might Dialogue Produce These Results?

13.6 Dialogic Learning in Practice: Why the Resistance?

13.7 Next Steps

14 Guiding and Promoting Student Learning

14.1 Introduction

14.2 School Reform Initiatives

14.3 Theoretical Foundations of the Charter School

14.4 Setting of the Charter School

14.5 Participants in Our Journey

14.6 Individualizing the Collective Charter School Mission

14.7 Guiding Student Learning in the Classroom

14.8 Applications and Implications

14.9 Promoting Learning by Integrating Theory with Practice

15 A Smile is Universal

15.1 Introduction

15.2 Defining Cultural Responsiveness

15.3 Level of Demand for Preservice Teachers to Acquire an Opportunity to Teach Abroad: Current Demographic Mismatch

15.4 International Field Experiences.

15.5 Experiencing an International Field Experience: Costa Rica

15.6 Conclusion

16 Envisioning Alternative Futures

16.1 Introduction

16.2 Eisner in Context

16.3 The Arts as Core to Education

16.4 Educational Assessment and Evaluation

16.5 Arts-Based Educational Research

16.6 Extensions of Eisner's Thinking

17 CASE STUDY Trajectories in Developing Novice Teacher Leadership Potential

17.1 Introduction

17.2 Conceptual Framework

17.3 Modes of Inquiry, Data Sources, and Analysis

17.4 Practical Implications

17.5 Limitations and Future Research

17.6 Conclusion

18 CRITIQUE What Effect Size Doesn't Tell Us

18.1 Introduction

18.2 Concepts and Facts: Situating Instruction and Effect Size

18.3 Understanding the Interactive Nature of Instruction and Placing our Trust in Effect-Size Research

18.4 Expert Behavior and the Misinterpretation of Lenses that Guide Action

18.5 Level of Use: The Level of Skill when Implementing Innovations

Part 4: Educators as Learners and Leaders

19 The Importance of Teacher Induction for Improving Teaching and Learning

19.1 Introduction

19.2 The Current State of Teacher Induction

19.3 The History of Induction

19.4 The Future of Teacher Induction

20 Teacher Leadership

20.1 Introduction

20.2 The Slow Evolution of Teacher Leadership

20.3 Signs of Change

20.4 Reactions to a Hostile Climate

20.5 Why Teacher Leadership?

20.6 How Research Informs the Cultivation and Utilization of Teacher Leaders

20.7 The State of Teacher Leadership Today

20.8 Barriers to Teacher Leadership

20.9 The Future of Teacher Leadership

21 Principal Instructional Leadership

21.1 Introduction

21.2 Leadership and Learning.

21.3 Instructional Leadership: From Theory into Practice

21.4 Challenges for Research and Practice

21.5 Conclusion

22 CASE STUDY Restorative Justice

22.1 Introduction

22.2 Theoretical Framework

22.3 Applied Behavior Analysis

22.4 Sociocultural Theory

22.5 Contrasting Approaches

22.6 Basic Principles of Restorative Justice in Schools

22.7 The Evidence

22.8 Restorative Activities in the Classroom

22.9 Conclusion

Part 5: Evaluation and Assessment

23 Back to the Future

23.1 Introduction

23.2 The Growth of Large-Scale Assessment and the Expansion of Assessment-Based Accountability

23.3 The Assessment Revolution and a Focus on the Power of Classroom Assessment

23.4 Making Sense of Assessment: Creating a Common Vocabulary

23.5 Assessment of Learning (AOL)

23.6 Assessment for Learning (A4L)

23.7 Assessment as Learning: Linking Assessment of and for Learning

23.8 Conclusion

24 Views of Classroom Assessment

24.1 Introduction

24.2 Defining Classroom Assessment

24.3 Educator Assessment Literacy

24.4 Assessment as a Bridge between Learning and Teaching: A Vignette

24.5 Future Directions for Classroom Assessment

25 Rethinking Teacher Quality in the Age of Smart Machines

25.1 Introduction

25.2 Challenges to the Current Assumptions

25.3 Reconceptualizing Teaching

25.4 Rethinking Teacher Quality

25.5 Summary

26 Rethinking the Intersection of Instruction, Change, and Systemic Change

26.1 Introduction

26.2 The Design of Instruction

26.3 Selecting and Integrating/Stacking Instructional Methods: Searching for Power (Effect Size)

26.4 Expertise in the Implementation of Instructional Innovations

26.5 Cooperative Learning-Not an Instructional Method.

26.6 Shifting to Widespread Use of an Innovation.

Notes:

Includes bibliographical references and index.

Description based on print version record.

ISBN:

9781787857926

1787857921

9781118955888

1118955889

9781118955895

1118955897

9781118955901

1118955900

OCLC:

1025360790