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Those Who Can, Teach

ISBN-10: 0618626379
ISBN-13: 9780618626373
Edition: 11th 2007
List price: $285.95 Buy it from $3.00
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Description: As "the" best-selling introductory education text, "Those Who Can, Teach," 11/e, maintains its current, dynamic, and reader-friendly approach to help students make informed decisions about entering teacher education programs. Using multiple sources,  More...

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Book details

List price: $285.95
Edition: 11th
Copyright year: 2007
Publisher: CENGAGE Learning
Publication date: 1/4/2006
Binding: Paperback
Pages: 544
Size: 7.75" wide x 9.50" long x 0.75" tall
Weight: 2.354
Language: English

As "the" best-selling introductory education text, "Those Who Can, Teach," 11/e, maintains its current, dynamic, and reader-friendly approach to help students make informed decisions about entering teacher education programs. Using multiple sources, including biographies, narratives, profiles, and interviews with top educators and scholars, the text promotes student interaction and exposes students to the realities of teaching. This acclaimed author team's direct, conversational tone invites students to reflect on the problems and satisfactions of teaching in the United States, casting a career in teaching as a positive challenge.Houghton Mifflin Video Cases, four- to six-minute video modules presenting real classroom scenarios, enable students to observe the day-to-day challenges and rewards of teaching from the convenience of their computers. Available on the Online Teaching and Study Centers, HM Video Cases are enhanced by classroom artifacts, Viewing Questions, Interview Transcripts, Key Terms, and bonus video footage."New!" Chapter 16 reprises the question, "Why Teach: A Final Word," from Chapter 1, bringing the book full circle and inspiring to students to continue their education studies."New!" "For Debate" feature at the end of each chapter encourages students to use the materials available on the Web and to interact with other users of the book."New and Updated" material includes "Pause and Reflect Questions;" coverage of the No Child Left Behind Act; new discussion of 2004 IDEA reauthorization; and a new chart in Chapter 3 that clarifies the recognized categories of disorders in the student population.INTASC Standards correlation chart at the front of the text correlatesthe ten core principles of INTASC to the chapters and pages of the Eleventh Edition."Leaders in Education" boxes profile outstanding teachers in the field, and "Voices from the Classroom" sections in each chapter offer relevant interviews with real teachers, administrators, and other school personnel.Eduspace is a dynamic online tool that enhances course management and delivery and allows students to share information, reflect, and review. Eduspace offers students access to such interacive components as HM Video Cases, a discussion board and online journal, and a unique tutorial on developing a teaching portfolio.

James M. Cooper is Professor Emeritus from the Curry School of Education at the University of Virginia, where he served as Commonwealth Professor of Education (1984-2004) and Dean of the School (1984-1994). As Dean of the Curry School of Education, he led the initiative to restructure the teacher education program, moving to an innovative five-year program that integrates the study of arts and sciences, professional education, and field experiences. In addition, he has authored, co-authored, or edited over 60 book chapters, journal articles, monographs, and books, including TEACHING FOR STUDENT LEARNING: BECOMING A MASTER TEACHER (with Kevin Ryan, � 2012, Cengage); THOSE WHO CAN, TEACH, 14th Edition (with Kevin Ryan and Cheryl Bolick, � 2016, Cengage); KALEIDOSCOPE: CONTEMPORARY AND CLASSIC READINGS IN EDUCATION, 13th Edition (with Kevin Ryan, � 2012, Cengage), and CLASSROOM TEACHING SKILLS (�2014, Cengage), for which he served as editor and one of the authors. He is also series editor of the Educator's Guide series (Cengage). His books and articles address the areas of teacher education, supervision of teachers, case studies in teacher education, and technology and teacher education. Cooper has also received many honors, including a Fulbright-Hays Award for Lecturing in Portugal and recognition as one of the nation's Distinguished Teacher Educators from the Association of Teacher Educators.

Kevin Ryan, Ph.D., Stanford University, is Professor Emeritus of Education at Boston University School of Education. He is also the founding director of the Center for Character and Social Responsibility. A former high school English teacher, Dr. Ryan was a tenured faculty member at the University of Chicago and the Ohio State University before moving to Boston University. In 1970 Ryan was granted an Alfred North Whitehead Fellowship at Harvard University. Since then he received the Boston University Scholar-Teacher Award, the National Award of Distinction by the University of Pennsylvania Graduate School of Education, and the Paideia Society's Award for Educational Excellence. Ryan has written and edited 22 books and over 100 articles on teacher and character education. He is also the author of TEACHING FOR STUDENT LEARNING: BECOMING A MASTER TEACHER (with James M. Cooper, �2012, Cengage); THOSE WHO CAN, TEACH, 14th Edition (with James M. Cooper and Cheryl Bolick, �2016, Cengage); and the editor of KALEIDOSCOPE: CONTEMPORARY AND CLASSIC READINGS IN EDUCATION, 13th Edition (with James Cooper, � 2012, Cengage).

Preliminary Contents
Note: Each chapter concludes with A Final Word
Schools and Students
Why Teach? Examining
Your Motives for Teaching
The Rewards of Teaching Sources of Useful Experience
Case Studies in the Motivation to Teach
What Is a School and What Is It For?
Education and Schooling
Schools as Cultures
Schools as Transmitters or Re-Creators of Culture
Four Basic Purposes of School
What Do Studies Reveal About the Nature of Schools
What Is a Good School?
The Unfinished Work of the Schools
Who Are Today's Students in a Diverse Society?
Sources of Student Diversity English Language Learners Diverse
Abilities Diverse Needs Gender Sexual Orientation
The Teacher's Response to Diversity
What Social Problems Affect Today's Students?
Recognizing Risk Factors New American
Family Patterns Poverty Teenage Parenting
Abused and Neglected Children
Alcohol and Drug Abuse
Adolescent Suicide
School Violence and Vandalism
School Dropout Rates
What Is Taught?
What Is the Curriculum?
What Is the Present Curriculum?
Assessing Student Academic Performance
Additional Influences on Curriculum
Is the Existing Curriculum Relevant to Today's Society?
Teachers
What Makes a Teacher Effective?
Framework for Professional Practice
The Teacher as a Reflective Decision Maker
Aspects of Reflective Decision Making
What Attitudes Does the Effective Teacher Posses?
What Subject-Matter Knowledge Does the Effective Teacher Need?
What Theoretical Knowledge Does the Effective Teacher Need?
Personal Practical Knowledge
What Teaching Skills are Required of an Effective Teacher?
What Should Teachers Know About Technology and Its Impact on Schools?
A Brief Look at Education's Technological Past
How Are Schools Being Pressured to Change?
How Are Technologies Affecting Student Learning
How Are Technologies Affecting Teaching?
How Are Computer Technologies Organized for Student Use?
What Are the Key Issues in Educational Technology?
What Are the Ethical and Legal Issues Facing Teachers?
The Ethics of Teaching
The Teacher and the Law
Lifestyle and the Teacher Law, Religion, and the School
Students and the Law
Foundations and the Future
What Are the Philosophical Foundations of American Education?
What Is Philosophy?
The Terrain of Philosophy
Schools of Educational Philosophy
The Influence of Psychological Theories
Your Philosophy of Education
What Is the History of American Education?
Themes in American Education
Elementary Education
Secondary Education
Private Education
Education of Minorities
How Are Schools Governed, Influenced, and Financed?
Who Legally Governs Public Education?
Who Influences American Public Education?
How Are Schools Financed?
How Should Education Be Reformed?
What Ought to Be the Elements of Educational Reform?
Current Reform Initiatives
The Current State of School Reform
The Teaching Profession
What Are Your Job Options in Education?
Will There Be Job Openings in Education?
How Do You Obtain a Teaching Position?
How Do You Become Licensed?
If You Don't Teach, What Then?
What Can the New Teacher Expect?
The School Milieu: The Shock of the Familiar Administrators: Mixed Bag and Many Hats Peers: A Mixed Blessing Instruction: So Much to Learn Students: Friends or Fiends?
Parents: Natural Allies with Different Agendas Surviving the First Year of Teaching
What Does It Mean to Be a Professional?
The Status of Teaching: A Profession or Not?
Professional Associations
Your Own Professional Development
Why Teach?
A Final Word Opinions About Teaching
Why Teachers Teach
Endnotes
Appendix
Glossary
Index

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