Collings Cases of Teaching and Learning Across and Beyond K–12 Settings

1. Auflage 2018
ISBN: 978-1-4331-4912-2
Verlag: Peter Lang
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 194 Seiten

This book compiles cases of teaching and learning that were written by practitioners from a variety of backgrounds in education—elementary school, middle school, high school, and adult instruction—in public, charter, and private institutions, face-to-face and online. Cases of Teaching and Learning Across and Beyond K-12 Settings is intended primarily for use in education courses that have students from different specializations, but it also can be an important resource for instructors and students in any education courses who want to develop a broad focus on learning (for example, thinking about middle school students as former elementary and future high school, college, and adult learners). A historical and developmental approach to learning is a founding principle of this book: all cases are written as stories of never-ending multi-faceted development, making them distinct from video cases that are gaining popularity. These cases capture memorable experiences related to teaching and learning that problematized existing practices and thus presented ample opportunities for critical thinking and creative performances. Each case in Cases of Teaching and Learning Across and Beyond K-12 Settings is paired with analysis written by its author that relied on the theories and research summarized in the first part of the book. The selection of the theories was based on their presence in current research literature, mainly serving as foundations for empirical research, and relevance to various standards for teacher education and leadership. The analyses embedded these theories and allowed for their in-depth understanding and exploration. They can serve as springboards for various written and oral assignments, collaborative and individual.

Autoren/Hrsg.

Collings, Natalia

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule

Inhaltsverzeichnis

Acknowledgments – Natalia Collings: Introduction: Cases of Teaching and Learning Across and Beyond K-12 Settings – Part 1: Summaries of Core Theories for Gaining Insight Into Cases of Teaching and Learning – Natalia Collings: Early Childhood Predisposition for Lifelong Development: Theories of Temperament and Attachment – Natalia Collings: Theories of Dynamic Interactions Among Personal and Social Factors of Development: Erikson and Bandura – Natalia Collings: Is Human Development Biological and Universal or Cultural and Historical? Theories of Piaget and Vygotsky – Natalia Collings: Perspectives on Motivation: Theories of Vygotsky, Piaget, Bandura, Ryan and Deci, Maslow, and Dweck – Part 2: Cases of Teaching and Learning and Their Analyses – Jamie Deitz: A Small Class Size and Supportive Classroom Environment – Chris Stowe: A Veteran Teacher – Eleanor Krzyzaniak: A Hole in the Paper – Diana Edwards: Diamond Shines – Will Jumper: The Child Soldier – Kimberly Fleming: The Crisis of Kwan – Alexander Talmadge: Classroom Economy – Jaclyn Trahan: Class DOJO – Tina Hamel: I Didn’t Do Anything! – Andrea Inman: Belle’s Homework – Janel Takacs: Bathroom Breaks – Steffon Jones: Not a Team Player – Daniela Scherman: The New Student – Tiffany Peng: Humans Versus Machines – Shawn Peklo: The Honor Roll – Marissa Jarrett: Do You Know Why I Took Your Phone Away? – Ronald Barranco: Study Club – Tiff any Rogers: Short Temper – Betsy Eschtruth: From A to D – Melissa Nedved: Online Freedom – Jane Halcrow: Unmotivated Online Student – Kory Stevens: Be the One – Kelly Boone: The Fidget Basket – Pakiesha Argo: Promotion Board – Contributor Biographies.

Über Autor(innen)

Natalia Collings received her Ph.D. from Michigan State University in 2006. She has been teaching courses in educational psychology and assessment, as well supervising student teachers, at Central Michigan University since 2006 and wrote this book with her graduate students as an associate professor.