.

0 (hodnocen0 x )

(4.7) Půjčeno:14x 

BK

2nd ed.

Oxford : Pergamon, 1995

xix,684 s.

ISBN 0-08-042304-3 (váz.)

Resources in education

Obsahuje bibliografické citace, předmluvu, úvod, seznam autorů, jmenný a věcný rejstřík

Pedagogika - encyklopedie

Vyučování - encyklopedie

000041290

Preface xv // PART A: TEACHING 1 // Section I: The Nature and Characteristics of Teachers 3 // Introduction 3 // L. W. ANDERSON // (a) Metaphors of Teachers 6 // Teachers as Artists 6 // S. DELAMONTi // Teachers as Clinicians 9 // J. Calderhead // Teachers as Professionals 11 // E. HOYLE // Teachers as Researchers 16 // S. HOLLINGSWORTH // (b) A Psychological View of Teachers 20 // Teachers’ Knowledge 20 // P. L. GROSSMAN // Teachers’ Beliefs and Belief Systems 25 // J. H. BLOCK AND K. HAZELIP // Teachers’ Expectations 29 // T. L. Good * // Teacher Responsibility 35 // F. K. Oser and J.-L. Patry // Teacher Development 41 // A. Glatthorn // Teacher Expertise 46 // D. C. BERLINER // Teacher Stress and Burnout 52 // R. L. SCHWAB // V // Contents // (c) A Sociopolitical View of Teachers // Social Status of Teaching // 58 // 58 // E. HOYLE // Teachers’ Roles 61 // B. J. BIDDLE // Political Work of Teachers 67 // M. B. Ginsburg and S. G. Kamat // Supply of Teachers 72 // R. J. MURNANE // Women and the Professionalization of Teaching 76 // K. A. WEILER // Realities of Teaching 80 // A. HARGREAVES // Introduction 89 // L. W. ANDERSON // Paradigms for Research on Teaching 91 // R. B. BURNS // Behavioristic Theories of Teaching 96 // B. Sulzer-AzAROFF // Cognitive Developmental Theories of Teaching 101 // N. A. SPRINTHALL // Information Processing Theories of Teaching 107 // P. H. WiNNE // Social Psychological Theories of Teaching 112 // D. W. JOHNSON AND R. T. JOHNSON // Linguistic and Sociolinguistic Theories of Teaching 117 // R. YOUNG // Heuristic Models of Teaching 122 // G. NUTHALL // Aptitude-Treatment Interaction Model of Teaching 127 // R. E. SNOW // Implicit Theories of Teaching 131 // P. W. MARLAND // Section III: Instructional Programs and Strategies // Introduction // L. W. ANDERSON // Cooperative Learning 139 // R. E. SLAVIN //

Direct Instruction 143 // B. ROSENSHINE AND C. MEISTER // Discovery Learning and Teaching 149 // P. TAMIR // Individualized Instruction 155 // L. W. ANDERSON // Mastery Learning 161 // T. R. GUSKEY // Open Education 167 // G. THIBADEAU // Science Laboratory Instruction 171 // E. HAZEL // Diagnostic-Prescriptive Teaching 174 // A. HELMKE AND F.-W. SCHRADER // Reflective Teaching 178 // L. M. VILLAR // Section IV: Teaching Skills and Techniques 185 // Introduction 185 // L. W. ANDERSON // (a) Planning the Classroom 188 // Teacher Planning 188 // R. J. Yinger and M. S. Hendricks-Lee // Grouping Students in the Classroom 192 // R. BARR // Seating Arrangements 196 // N. M. LAMBERT // Instructional Alignment 200 // S. A. COHEN // Time, Allocated and Instructional 204 // L. W. ANDERSON // Lesson Structure 207 // E. C. WRAGG // V11 // Contents // (b) Classroom Management 212 // Instructional Pacing 212 // L. W. ANDERSON AND P. TORREY // Classroom Rules and Routines 215 // C. M. Evertson // Teacher Managerial Behaviors 219 // E. T. EMMER // Reinforcement 224 // I. E. SLADECZEK AND T. R. KRATOCHWILL // Analysis and Modification of Behavior 227 // L. CAIRNS // (c) Teaching in the Classroom 232 // Explaining 232 // D. R. Cruickshank and K. K. METCALF // Demonstrating 238 // L. C. Comber AND J. P. KEEVES // Questioning 242 // M. D. Gall and M. T. Artero-Boname // Feedback 249 // R. E. MAYER // Discussion 251 // J. T. DILLON // Teaching in Small Groups 255 // S. Sharan // Simulations and Games 260 // A. L. CUDWORTH // Assignment and Supervision of Seatwork 264 // L. M. ANDERSON // Homework 268 // H. J. WALBERG AND R. A. PASCHAL // Tutoring 271 // F. J. MEDWAY // Nonverbal Teacher Behavior 274 // H. A. SMITH // (d) Assessing and Evaluating 279 // Assessment in the Service of Learning 279 // S. Lane and R. GLASER // V111 // Contents // Evaluating 283 // J. A. ZAHORIK //

Diagnosing Students’ Needs 286 // A. HELMKE // Classroom Assessment 290 // P. W. Airasian // Individualized Testing in the Classroom 295 // J. M. LINACRE // Grading and Evaluating Students 299 // G. BORICH AND T. KUBISZYN // Section V: School and Classroom Factors 305 // Introduction 305 // L. W. ANDERSON // (a) Frame Factors 308 // Frame Factors 308 // U. TORPER // Class Size 310 // J. D. Finn and K. E. Voelkl // Age Grouping of Students 315 // J. Oakes and P. E. Heckman // Gender and Racial Differences Among Students 319 // G. Weiner // Grade Repeating 324 // L. A. SHEPARD // Student Diversity and Classroom Teaching 326 // M. C. WANG // (b) Classroom Environments 332 // School Culture and Peer Groups 332 // J. HILL // Peer Relations and Learning 336 // W. DAMON // Learning Environments 340 // A. COLLINS, J. G. GREENO, AND L. В. RESNICK // Classroom Environments 344 // B. J. FRASER // ix // Contents // Goal Structures 349 // D. W. JOHNSON AND R. T. JOHNSON // Group Dynamics 352 // J. P. Gall and M. D. Gall // (c) Paraprofessionals, Substitute Teachers, Parents, and Families 359 // Technology and the Classroom Teacher 359 // N. HATIVA // Availability and Use of Paraprofessionals 363 // B. P. REYNOLDS // Substitute Teachers 367 // L. W. Anderson and C. GARDNER // School-Parent Relationships 370 // M. A. PAYNE // Section VI: Students and the Teaching-Learning Process // Introduction // L. W. ANDERSON // 375 // 375 // (a) Student Entry Characteristics: Cognitive and Affective 378 // Home Environment and School Learning 378 // A. J. FULIGNI AND H. W. STEVENSON // Prior Knowledge and Learning 382 // F. J. R. C. DOCHY // Cognitive Styles and Learning 387 // S. MESSICK // Aspirations and Expectations of Students 391 // L. J. SAHA // Motivation and Learning 395 // W. LENS // Affect, Emotions, and Learning 402 // M. BOEKAERTS // (b) Classroom Processes 408 //

Student Roles in Classrooms 408 // S. J. McCarthey and P. L. PETERSON // Student Influences on Teaching 413 // R. W. Marx and R. M. B. Collopy // Student Perceptions of Classrooms 416 // B. J. FRASER // x // Contents // Student Cognitive Processes // P. H. WINNE AND D. L. BUTLER // Attention in Learning // A. Harnischfeger // Academic Learning Time // C. W. Fisher // Study Habits and Strategies // R. E. MAYER // Section VII: Teaching for Specific Objectives // Introduction // L. W. ANDERSON // Memory: Teaching and Assessing // M. Pressley and P. Van Meter // Comprehension: Teaching and Assessing // W. SCHNOTZ AND S.-P. BALLSTAEDT // Written Composition: Teaching and Assessing // S. W. FREEDMAN // Motor Skills: Learning and Instruction // J. M. M. Van der Sanden // Concept Learning: Teaching and Assessing // R. D. TENNYSON // Problem-solving: Teaching and Assessing // R. E. MAYER // Critical Reading: Teaching and Assessing // A. Luke and C. WALTON // Learning Strategies: Teaching and Assessing // C. E. Weinstein and D. K. Meyer // Creativity: Teaching and Assessing // J. F. Feldhusen // Metacognitive Strategies: Teaching and Assessing // P. R.-J. SIMONS // Section VIII: The Study of Teaching // Introduction // L. W. Anderson // Teacher Evaluation // D. M. MEDLEY AND D. M. Shannon // Student Evaluation of Teaching 493 // H. W. MARSH // Classroom Observation 501 // M. GALTON // Comparative and International Studies of Teaching and Teacher Education 506 // M. J. DUNKIN // Synthesizing Research on Teaching 512 // M. J. DUNKIN // Translating Research into Practice 517 // F. E. WEINERT // PART B: TEACHER EDUCATION 523 // Section I: Concepts and Issues in Teacher Education 525 // Introduction 525 // L. W. ANDERSON // (a) Students and Teachers 528 // Characteristics of Prospective Teachers 528 // J. NEURURER // Characteristics of Teacher Educators 531 // E. R. DUCHARME //

Adult Development and Teacher Education 535 // S. N. OJA // (b) Organization and Curriculum 540 // Planning Teacher Education 540 // S. SHAH // Curriculum of Teacher Education Programs 543 // M. BEN-PERETZ // Structure of Teacher Education Programs 548 // M. J. GIMMESTAD AND G. E. HALL // Evaluation of Teacher Education Programs 552 // G. R. Galluzzo // Governance of Teacher Education 556 // H. D. GIDEONSE // (c) Accreditation and Certification 561 // Teacher Education Accreditation and Standards 561 // J. RATHS // xii // Contents // Teacher Certification and Standards // M. M. SCANNELL AND D. P. SCANNELL // 565 // Section II: Generic Initial Teacher Education 571 // Introduction 571 // L. W. ANDERSON // Microteaching in Teacher Education 573 // G. MACLEOD // Laboratory Experiences in Teacher Education 578 // K. K. METCALF // Case Methods in Teacher Education 583 // A. R. McAninch // Student Teaching and Field Experiences 588 // G. MORINE-DERSHIMER AND K. LEIGHFIELD // Supervision in Teacher Education 593 // J. M. COOPER // Laboratory and Professional Development Schools 598 // J. A. STALLINGS, S. L. KNIGHT, AND D. L. WISEMAN // Section III: Continuing Teacher Education // Introduction // L. W. ANDERSON // Teacher Placement and School Staffing 606 // A. J. Watson and N. G. HATTON // Teacher Recruitment and Induction 612 // R. BOLAM // Professional Socialization of Teachers 616 // C. LACEY // Inservice Teacher Education 620 // M. ERAUT // Onservice Teacher Education 628 // R. GARDNER // List of Contributors 633 // Name Index 639 // Subject Index 655