This edited volume brings together conceptual and empirical work from various professional fields to inform a perspective on mentoring that goes beyond what is needed for today and orients toward what is needed for the future in order to promote healthy and productive organizations.
This publication features Hiatt-Michael's research and practice during thirty-four years as Professor of Education at the Graduate School of Education and Psychology, Pepperdine University.
The Early Years of Leadership: The Journey Begins is distinctive for many reasons, chief among which is a strong commitment to honoring practitioners' stories and empirical research.
Foundations of Leadership explores the foundations of leadership by confronting common assumptions and provides language for engaging in the leadership process as a leader and a follower.
edTPA is the most widely-used performance assessment for pre-service teachers in the United States, and a requirement in many states for teaching licensure.
Reflecting the World: A Guide to Incorporating Equity in Mathematics Teacher Education is a guide for mathematics teacher educators interested in incorporating equity concerns into their teaching.
The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines.
Students continue to be bombarded with technology, social media and demands on their attention, this book represents fifteen years of data collection presented within two case studies.
Learning the Left examines the ways in which young people and adults learned (and continue to learn) the tenets of liberal politics in the United States through the popular media and the arts from the turn of the twentieth century to the present.
Two major real-world problems prompted this study: maintaining the Catholic identity of the Catholic schools, and increasing interest in character education.
For many academics preparing to enter into the world of teaching and scholarly work in higher education institutions, formal graduate education provides discipline specific content.
The primary thrust of the proposed volume is to provide information for higher education minority serving institutions (MSIs) and other institutions and individuals interested in providing and/or improving mentoring programs and services to a variety of target groups.
Storied Lives: Emancipatory Educational Inquiry-Experience, Narrative, & Pedagogy in the International Landscape of Diversity contains exemplary research practices, strategies, and findings gleaned from the contributions to the 15 issues of the Journal of Critical Inquiry Into Curriculum and Instruction (JCI~>CI).
This book, Blurring the Lines, has immediate appeal to policy-makers, and analysis in public and private sectors, as well as legal scholars and practitioners.
This book is intended to offer college faculty members the insights of the development of reasoning movement that enlighten physics educators in the late 1970s and led to a variety of college programs directed at improving the reasoning patterns used by college students.
Regularly, schools and their personnel enact school disciplinary practices without considering how to harness the engagement of students, practitioners, and communities to enact transformative changes that reduce if not eliminate punitive school discipline approaches.
(Orginally published in 2008)The 14 chapters in this monograph provide support for mathematics teacher educators in both their Practical Knowledge and their Professional Knowledge.
Amidst the contentious debates about teacher effectiveness, most people believe that unions, education colleges, charter networks, consulting agencies, textbook publishers, test producers, professional associations, teachers, and researchers disagree with one another about the most essential school reforms.
This book simultaneously provides multiple analyses of critical pedagogy in the twenty-first century while showcasing the scholarship of this new generation of critical scholar-educators.
Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular.
In response to changes in the workforce, scholars are calling for mentoring that is more fluid, flexible, and responsive to the needs of diverse groups of individuals, whether culturally (Kochan & Pascarelli, 2012; Kochan, Searby, George, & Mitchell Edge, 2015) or intergenerationally (Thorpe, 2012) diverse.
Peer Coaching is a collaborative, reciprocal practice where faculty members observe, reflect, and improve their instructional practices with the goal of improved learning for all students.
Much of the research and writing on faculty of color and persistence in the Academy speaks to mentoring, recruitment, retention, job satisfaction, and the Imposter Syndrome.
Project-Based Learning; it's a term that most educators have heard and probably have heard good things about, Often, though, they aren't quite sure precisely what its defining characteristics are other than involving students in projects that are supposed to somehow result in their learning things of value.
The coaching metaphor first entered the educational literature over twenty-five year ago when Ted Sizer urged classroom teachers to model the pedagogical relationship between coaches and athletes.
In our current systems of education, there is a trend toward compartmentalizing knowledge, standardizing assessments of learning, and focusing primarily on quantifiable and positivist forms of inquiry.
Taking a community of practice perspective that highlights the learner as part of a community, rather than a lone individual responsible for her/his learning, this ethnographically-influenced study investigates how Latina/o English Language Learners (ELLs) in middle school mathematics classes negotiated their learning of mathematics and mathematical discourse.
This book takes stories of learning relationships from popular films, television programmes and literature, and uses them as a catalyst for beginners and experts alike to reflect critically on their own mentoring and coaching practice.
(Orginally published in 2008)The goal of AMTE Monograph 4, "e;Cases in Mathematics Teacher Education: Tools for Developing Knowledge Needed for Teaching"e;, is to provide detailed accounts of case use that will inform the mathematics teacher education community on the range of ways in which cases can be used to foster teacher learning and the capacity to reflect on and learn from teaching.
The twin objectives of the series Psychological Perspectives on Contemporary Educational Issues are: (1) to identify issues in education that are relevant to professional educators and researchers; and (2) to address those issues from research and theory in educational psychology, psychology, and related disciplines.
Professional Development Schools are complex and comprehensive school university partnerships focusing on professional development of new teachers and veteran teachers while providing high quality education to P-12 students.
