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Teaching as a Moral Practice

Defining, Developing, and Assessing Professional Dispositions in Teacher Education
Edited by Peter C. Murrell Jr., Mary E. Diez, Sharon Feiman-Nemser, and Deborah L. Schussler

Sometimes understood as habits of mind, “dispositions” represents a new concept in teacher education. Conversations about professional dispositions in teaching often touch on issues such as attitudes, values, moral commitment, and social justice.

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Teaching as a Moral Practice

Defining, Developing, and Assessing Professional Dispositions in Teacher Education
Edited by Peter C. Murrell Jr., Mary E. Diez, Sharon Feiman-Nemser, and Deborah L. Schussler

Sometimes understood as habits of mind, “dispositions” represents a new concept in teacher education. Conversations about professional dispositions in teaching often touch on issues such as attitudes, values, moral commitment, and social justice.

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Teaching as a Profession

HEL Focus Series No. 8
Edited by David T. Gordon

The HEL Focus Series brings together concise and carefully researched articles on current issues in education. Each collection provides educators, administrators, policymakers, and parents with a balanced look at research and practice in a specific area.

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Teaching as a Profession

HEL Focus Series No. 8
Edited by David T. Gordon

The HEL Focus Series brings together concise and carefully researched articles on current issues in education. Each collection provides educators, administrators, policymakers, and parents with a balanced look at research and practice in a specific area.

ORDER

Teaching as a Profession

HEL Focus Series No. 8
Edited by David T. Gordon

The HEL Focus Series brings together concise and carefully researched articles on current issues in education. Each collection provides educators, administrators, policymakers, and parents with a balanced look at research and practice in a specific area.

ORDER

Teaching Core Practices in Teacher Education

Edited by Pam Grossman

In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies “core practices” of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge.
 

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Teaching for Change

Addressing Issues of Difference in the College Classroom
Edited by Kathryn Geismar and Guitele Nicoleau

Teaching For Change is a unique and indispensable collection of articles that speaks directly to college educators about classroom learning and issues of difference. The contributors describe how they address issues of race, gender, and class in their courses, and attempt to ensure that their curricula and class discussions represent the perspectives of all students.

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Teaching for Change

Addressing Issues of Difference in the College Classroom
Edited by Kathryn Geismar and Guitele Nicoleau

Teaching For Change is a unique and indispensable collection of articles that speaks directly to college educators about classroom learning and issues of difference. The contributors describe how they address issues of race, gender, and class in their courses, and attempt to ensure that their curricula and class discussions represent the perspectives of all students.

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Teaching for Change

Addressing Issues of Difference in the College Classroom
Edited by Kathryn Geismar and Guitele Nicoleau

Teaching For Change is a unique and indispensable collection of articles that speaks directly to college educators about classroom learning and issues of difference. The contributors describe how they address issues of race, gender, and class in their courses, and attempt to ensure that their curricula and class discussions represent the perspectives of all students.

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Teaching for Purpose

Preparing Students for Lives of Meaning
Heather Malin

In Teaching for Purpose, Heather Malin explores the idea of purpose as the purpose of education and shows how educators can prepare youth to live intentional, fulfilling lives. The book highlights the important role that purpose—defined as “a future-directed goal that is personally meaningful and aimed at contributing to something larger than the self”—plays in optimal youth development and in motivating students to promote the cognitive and noncognitive skills that teachers want to instill.

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Teaching History Then and Now

A Story of Stability and Change in Schools
Larry Cuban

In Teaching History Then and Now, Larry Cuban explores the teaching of history in American high schools during the past half-century. Drawing on his early career experience as a high school history educator and his more recent work as a historian of US education policy and practice, Cuban examines how determined reformers have and have not changed the teaching of history.

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Teaching History Then and Now

A Story of Stability and Change in Schools
Larry Cuban

In Teaching History Then and Now, Larry Cuban explores the teaching of history in American high schools during the past half-century. Drawing on his early career experience as a high school history educator and his more recent work as a historian of US education policy and practice, Cuban examines how determined reformers have and have not changed the teaching of history.

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Teaching Immigrant and Second-Language Students: Strategies for Success

No. 2 in the Harvard Education Letter Spotlight Series
Edited by Michael Sadowski

Teaching Immigrant and Second-Language Students draws on the work of teachers, administrators, and researchers to identify the practices that reach diverse students most effectively.

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Teaching Immigrant and Second-Language Students: Strategies for Success

No. 2 in the Harvard Education Letter Spotlight Series
Edited by Michael Sadowski

Teaching Immigrant and Second-Language Students draws on the work of teachers, administrators, and researchers to identify the practices that reach diverse students most effectively.

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Teaching Immigrant and Second-Language Students: Strategies for Success

No. 2 in the Harvard Education Letter Spotlight Series
Edited by Michael Sadowski

Teaching Immigrant and Second-Language Students draws on the work of teachers, administrators, and researchers to identify the practices that reach diverse students most effectively.

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Teaching in Context

The Social Side of Education Reform
Edited by Esther Quintero, Foreword by Andy Hargreaves

Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The studies also show how social dynamics influence the speed, depth, and success with which any new idea is implemented, and how policies enacted without adequate consideration of their impact on the social fabric of schools can produce unintended negative consequences.

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Teaching Talent

A Visionary Framework for Human Capital in Education
Edited by Rachel E. Curtis and Judy Wurtzel, foreword by Michael F. Bennet, Senator from Colorado

Teaching Talent presents a framework for human capital development that draws on a two-year initiative by the Aspen Institute Education and Society Program to research sectors that have effective, well-developed human capital systems and point the way toward human capital innovations in public education.

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Teaching Talent

A Visionary Framework for Human Capital in Education
Edited by Rachel E. Curtis and Judy Wurtzel, foreword by Michael F. Bennet, Senator from Colorado

Teaching Talent presents a framework for human capital development that draws on a two-year initiative by the Aspen Institute Education and Society Program to research sectors that have effective, well-developed human capital systems and point the way toward human capital innovations in public education.

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TechnoTeaching

Taking Practice to the Next Level in a Digital World
Julie M. Wood and Nicole Ponsford, foreword by P. David Pearson

“Congratulations. Your school has just purchased a cart housing twenty-four tablets. Your principal wants you to roll it right into your classroom and start innovating—tomorrow.”

So begins this engaging and highly accessible guide for practitioners looking for a systematic way to kick their teaching up a notch by combining education technology with best practices in teaching and learning.

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TechnoTeaching

Taking Practice to the Next Level in a Digital World
Julie M. Wood and Nicole Ponsford, foreword by P. David Pearson

“Congratulations. Your school has just purchased a cart housing twenty-four tablets. Your principal wants you to roll it right into your classroom and start innovating—tomorrow.”

So begins this engaging and highly accessible guide for practitioners looking for a systematic way to kick their teaching up a notch by combining education technology with best practices in teaching and learning.

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