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Stories of Beginning Teachers
Stories of Beginning Teachers offers insight into the challenges and triumphs of beginning teachers, presenting both research findings and case studies on the challenges faced by new teachers. More than twenty categories and five hundred specific examples of potential problems and issues are cited in Part 1 of this book. Armed with such useful information about the most frequent, serious, and persistent challenges, Roehrig, Pressley, and Talotta assert, a young educator will be better prepared to teach and more likely to succeed. Part 2 contains stories of the teaching experience of participants in the University of Notre Dame's Alliance for Catholic Education. Included are nine vivid stories of the struggles and successes of new teachers reflecting on their first year, as well as sixteen shorter summaries of the daily lives of beginning teachers. Reading this book, a novice teacher will better understand student motivation, student learning, human development, classroom organization, classroom management, assessment techniques, and the administration of schools.
Child and Adolescent Development for Educators
Focusing on what educators need to know about child and adolescent development, the revised third edition of this established text incorporates timely issues and research advances. The book reviews major theories of development and presents cutting-edge knowledge about key areas--language development, intelligence and intellectual diversity, motivation, family and peer relationships, gender role development, and mental health. Factors influencing academic achievement and social–emotional growth are identified, and applications for instruction and intervention highlighted. The text's utility is enhanced by chapter summaries, bolded key terms with definitions, and topic boxes. Instructors re...
Addressing Diversity in Literacy Instruction
This edited volume highlights recent research related to how issues of diversity are addressed within literacy instruction for K-12 learners.
Educational Psychology
Educational Psychology: A Century of Contributions--the first comprehensive book-length treatment of this topic--looks at the historic contributions of 16 leading psychologists, as well as others, who influenced the field of educational psychology from its philosophical moorings in the late 19th century to its current scientific status at the dawn of the 21st. It presents information regarding these individuals' ideas and scientific discoveries, along with a sense of the historical context in which they lived. The book is divided into three sections that correspond to three eras in the history of the discipline: *the founding period (1880s to 1920); *the rise to prominence period (1920 to196...
Innovative Assessment for the 21st Century
In today’s rapidly changing and information-rich world, students are not acquiring adequate knowledge and skills to prepare them for careers in mathematics, science, and technology with the traditional approach to assessment and instruction. New competencies (e.g., information communication and technology skills) are needed to deal successfully with the deluge of data. In order to accomplish this, new "educationally valuable" skills must be acknowledged and assessed. Toward this end, the skills we value and support for a society producing knowledge workers, not simply service workers, must be identified, together with methods for their measurement. Innovative Assessment for the 21st Century explores the faces of future assessment—and ask hard questions, such as: What would an assessment that captures all of the above attributes look like? Should it be standardized? What is the role of the professional teacher?
Big Brother and the National Reading Curriculum
In this timely and important book, nationally-recognized reading researcher Richard Allington tracks and questions the 30-year campaign that has focused on testing, accountability, and federalization of education.
Teaching Service and Alternative Teacher Education
The Alliance for Catholic Education, referred to most commonly by its acronym ACE, is one of the best known and widely respected programs at the University of Notre Dame. Established in 1994 by Fr. Timothy Scully, C.S.C., and Fr. Sean McGraw, C.S.C., ACE places more than 150 college graduates in over one hundred parochial schools throughout the United States. The overarching purpose of ACE is to improve Catholic schools, especially in underprivileged areas of the U.S., by enabling exceptionally talented students to teach in them. ACE, in turn, offers students two years of meaningful service and a graduate degree from Notre Dame. In this book, Michael Pressley and his fellow contributors provide the history of ACE. They also offer a blueprint for other educational institutions interested in implementing a similar program. Covering the fundamentals of starting and maintaining a program like ACE, the book discusses motivation, planning, intellectual foundations, and community building. It also tackles practical issues such as financing the program, obtaining accreditation, and recruiting teachers.
